Proceedings of the International Conference on Electronics, Mechanics, Culture and Medicine

Research on Diversified Assessment Model of Peer Instruction —— Case Study of College Physics Course

Authors
Xianming Liu, Yanjun Gao, Cheng Hu
Corresponding Author
Xianming Liu
Available Online February 2016.
DOI
https://doi.org/10.2991/emcm-15.2016.67How to use a DOI?
Keywords
College Physics; Course Teaching; Peer Instruction; Diversified; Assessment Model
Abstract
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.
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Proceedings
International Conference on Electronics, Mechanics, Culture and Medicine
Part of series
Advances in Computer Science Research
Publication Date
February 2016
ISBN
978-94-6252-163-6
ISSN
2352-538X
DOI
https://doi.org/10.2991/emcm-15.2016.67How to use a DOI?
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  -