用测试的方法研究普通物理和专业英语中高等物理专业学生的知识控制

M. Yatsura, A. Gamarnyk, O. Tadeush, Yemelyanova Darya Yemelyanova Darya
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引用次数: 0

摘要

任何学科教学方法的一个重要问题是有效地识别学生在学习一门学科时所掌握的知识、技能和能力的客观水平。传统的知识测试和评估方法存在一些弊端:花在考试上的时间过多;教师主体性可能出现的因素;无法阐明评估知识的明确标准等。基于此,以及乌克兰高等教育改革的前景,需要这样的知识控制方法,这将使教师不仅能够建立学生知识的客观水平,而且能够识别(诊断)学生学习差距的原因,以便他们能够在此基础上帮助学生克服已识别的差距。这种方法没有上述大多数缺点,即计算机测试,长期以来一直用作监测和评估学生在材料科学与新技术系(国立高等教育机构“Vasyl Stefanyk Precarpathian国立大学”)学习普通物理和专业英语课程的成绩的手段。在物理系和东西方语言及其教学方法系(国家机构“以K. D. Ushynsky命名的南乌克兰国立师范大学”)的研究表明,在专业领域的物理和外语研究中使用计算机测试应受到某些保留,因为这种方法既有优点,也有缺点,会扭曲对学生成绩的监测和评估结果。本文在分析笔者个人经验的基础上,结合教育学、心理学、科学方法论等方面的相关文献,探讨了计算机测试在高等院校物理专业学生普通物理和外语学习平台(课程)组织中的条件和局限性。文章指出,计算机测试,在测试符合质量要求的情况下,应该只用于每学期的当前(专题)知识控制。这种方法同时也是一种针对学生在普通物理和外语学习过程中所学知识进行测试的明示控制方法;这也是一种“敏感”的诊断方法,可以让您在学习过程中及时发现学生的缺点,让老师有机会及时影响其课程。学习进度控制(理论模块的测试)可以通过计算机测试的方式进行,但要使用某些额外的预防方法措施。以质量笔试和口试的形式进行最终控制更为方便。
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Knowledge control of higher school students majoring in Physics in General Physics and Profession-oriented English by means of testing
One of the important problems of the methodology of teaching any discipline is the effective identification of the objective level of students’ knowledge, acquired skills and abilities in the study of a discipline. Traditional methods of testing and assessing knowledge contain some drawbacks: excessive time spent on the exam; elements of teacher’s subjectivity that may occur; inability to clarify clear criteria for assessing knowledge, etc. Based on this, and the prospects for the reform of higher education in Ukraine, such methods of knowledge control are needed, which would allow teachers not only to establish an objective level of students’ knowledge, but also to identify (diagnose) the causes of gaps in student learning so that they could on its basis help the student to overcome the identified gaps. This method, devoid of most of the above shortcomings, is computer testing, the use of which for a long time as a means of monitoring and evaluating students’ achievements in studying the course of General Physics and Profession-oriented English at the Department of Materials Science and New Technologies (State higher educational institution "Vasyl Stefanyk Precarpathian National University"), at the Department of Physics and the Department of Western and Oriental Languages and their Teaching Methods (The State Institution“ South Ukrainian National Pedagogical University named after K. D. Ushynsky”) has shown that the use of computer testing in the study of Physics and foreign languages in the professional field should be subject to certain reservations, since this method has some advantages alongside disadvantages that can distort the results of monitoring and evaluation of students’ achievements. Based on the analysis of the authors' experience as well as the analysis of pedagogical, psychological and scientific-methodological literature devoted to this problem, an attempt is made to establish the conditions and limits of computer testing in the organization of the learning platform (courses) in the fields of General Physics and foreign languages for the students majoring in Physics at institutes of higher education. The article states that computer testing, on condition that tests meet the quality requirements, should be used only for the current (thematic) control of knowledge during each semester. This method is at the same time an express control method aimed at testing students' knowledge in the process of studying General Physics and foreign languages; it is also a “sensitive” diagnostic method which allows you to identify shortcomings of a student in time in the process of learning, giving the teacher the opportunity to timely influence its course. The learning progress control (testing in theoretical modules) can be carried out by means of computer testing but with the use of certain additional precautionary methodological measures. It is more expedient to carry out the final control in the form of a quality written-oral examination.
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