Research on Diversified Assessment Model of Peer Instruction —— Case Study of College Physics Course
Xianming Liu, Yanjun Gao, Cheng Hu
Available Online February 2016.
- https://doi.org/10.2991/emcm-15.2016.67How to use a DOI?
- College Physics; Course Teaching; Peer Instruction; Diversified; Assessment Model
- As the training objective of university talents changes, the measurement of teachers’ teaching quality is no longer referenced by teachers’ completion of teaching tasks but students' comprehensive knowledge application ability, which is combined with students’ learning attitudes, test results and knowledge application abilities. The original teacher-based model can no longer adapt to the university development obviously, let alone meet the current needs of innovative talent development. The college physics introduces peer instruction to the teaching, establishes student-based teaching model, optimizes the teaching resources in physics class, gives play to students’ teaching guidance for them to think more independently, deepen understandings of physics concept, principles and other basic theories, and comprehend physics questions by analogy. As a result, the teaching quality of college physics will be improved and the learning quality of students will be enhanced. Taking college physics course as an example, this paper studies the diversified assessment model of peer instruction.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Xianming Liu AU - Yanjun Gao AU - Cheng Hu PY - 2016/02 DA - 2016/02 TI - Research on Diversified Assessment Model of Peer Instruction —— Case Study of College Physics Course BT - International Conference on Electronics, Mechanics, Culture and Medicine PB - Atlantis Press SP - 357 EP - 361 SN - 2352-538X UR - https://doi.org/10.2991/emcm-15.2016.67 DO - https://doi.org/10.2991/emcm-15.2016.67 ID - Liu2016/02 ER -