迈向能力本位：大学物理实验考核模式的系统重构与深度实践探索

Towards a Competency-Based Approach: Systematic Reconstruction and In-Depth Practice Exploration of the Assessment Model for University Physics Experiments

摘要: 目前的大学物理实验课程考核很难有效地对学生科学探究素养、工程实践能力和创新思维等高阶目标做到精准评价和充分培养。为了旨在缓解传统教学评价模式下存在的“重操作轻思维、重结果轻过程、重统一轻个性”等问题，本文以成果导向教育(OBE)和建构主义学习理论为指导思想，在既有的工作基础上构建了围绕学生能力发展的、全过程的实验综合评价新体系，并从实验设计、过程实施、数据分析、反思批判以及创新迁移这5个方面建立了过程性评价指标，首次尝试采取基于严格能力认证的分级达标与弹性修读的新制度，经过一学期的教学试验对比得出如下结论：首先提高了学生课堂学习的专注度；其次增加了学生自我驱动型学习的积极性；最后强化了学生的解决复杂问题的能力。理论分析与教学实践均表明该改革为工程教育背景下的实验类课程考核评价模式转型提供了新的可能。

Abstract: At present, the assessment system for university physics experiment courses is difficult to effectively and accurately evaluate, as well as fully cultivate, students’ higher-order goals such as scientific inquiry literacy, engineering practice ability, and innovative thinking. To address the problems of “emphasizing operation over thinking, outcomes over process, and uniformity over individuality” existing in the traditional teaching evaluation model, this paper, guided by the concepts of Outcome-Based Education (OBE) and constructivist learning theory, establishes a new comprehensive and whole-process experimental evaluation system centered on students’ ability development on the basis of existing work. Process-based evaluation indicators are established from five aspects: experimental design, process implementation, data analysis, critical reflection, and innovative transfer. Meanwhile, a new system of graded certification and flexible learning based on strict competency authentication is adopted for the first time. A one-semester comparative teaching experiment shows the following conclusions: first, it improves students’ concentration in classroom learning; second, it enhances students’ enthusiasm for self-driven learning; third, it strengthens students’ ability to solve complex problems. Both theoretical analysis and teaching practice indicate that this reform provides a new possibility for the transformation of the assessment and evaluation model of experimental courses under the background of engineering education.