In view of this phenomenon, combined with the characteristics of microeconomics course and the actual situation of students, and drawing on the teaching concept, this paper puts forward the reform ideas of teaching and assessment mode to improve the teaching effect of this course.
1. Problems in the traditional teaching and assessment mode of microeconomics course
First of all, the teaching effect of traditional teaching mode is not good when students' learning initiative and enthusiasm are weak. Beginners of microeconomics generally reflect that the definition of the basic concepts of this course is abstract and difficult to understand, and the knowledge points are complex, so it is difficult for them to learn independently by using curve analysis methods in a large number.
In order to ensure that students master the relevant content, most teachers adopt the traditional teaching mode of "teachers give lectures in class and students do their homework after class". The teaching effect of traditional teaching mode is not only influenced by teachers' personal theoretical literacy, but also by the interaction between teachers and students in the classroom. Generally speaking, the interaction between teachers and students in the classroom is good.
It can not only keep students' concentration in class, improve teaching effect, but also stimulate students' learning enthusiasm inside and outside class. Judging from the actual teaching situation, the interaction between teachers and students in this course depends not only on teachers' professional quality, oral expression ability and communication ability, but also on students' preview of the new content of the course and their mastery of the knowledge they have learned.
Take the case of the same teacher teaching the same course in different classes as an example. If the class can carefully preview in advance, there are more students who have a good grasp of what they have learned, that is, when the proportion of students with strong learning initiative is high, the interaction between teachers and students is usually better and the teaching effect of the class is better.
Otherwise, the classroom atmosphere will be dull, and students will be lazy to play with their mobile phones, doze off, and can't keep up with the teacher's classroom rhythm, resulting in poor teaching effect. Secondly, the existing curriculum assessment model is not conducive to stimulating students' initiative and enthusiasm. In the microeconomics course examination of most undergraduates majoring in economic management in colleges and universities.
Usually, 30% and 70% of students' grades and final closed-book exam results. The final closed-book exam results account for as much as 70% of the comprehensive scores of the course, which is easy to cause students to relax in class at ordinary times and make a surprise review at the end of the term. However, the strong theoretical nature of microeconomics makes the effect of students' final surprise review not ideal.
In addition, the evaluation of the usual grades is completed by the teachers. For various reasons, the evaluation criteria of the usual grades are usually relatively loose. In this way, students not only have insufficient motivation to study at ordinary times, but also greatly weaken their motivation to review at the end of the term. The interaction between them leads to the poor teaching effect of microeconomics.
Considering from the above two aspects, in order to improve the teaching effect of microeconomics, we should start from the root causes, specifically quantify the evaluation of the usual grades in the course assessment results, and strengthen the assessment of students' usual learning conditions. Specifically, teachers should adjust the teaching mode from the traditional "full hall irrigation" to "flip the classroom"
The teaching activities of teachers and students extend from single classroom teaching to students' pre-class preparation, classroom listening and after-class review, and students' usual learning behavior is constrained by the assessment of pre-class homework, classroom homework and after-class review. In addition, it is necessary to increase the proportion of usual grades in the comprehensive scores of the course and stimulate students' initiative and enthusiasm in their usual study.
2. Application in microeconomics teaching
Flip-over class refers to the teaching structure in which teachers impart new knowledge in class and students absorb and master knowledge through after-class homework, and construct the teaching structure in which students learn new knowledge before class and complete knowledge absorption and mastery in class. In the case of students' lack of learning initiative and enthusiasm, "flipping the classroom" can effectively restrain students' learning behavior.
Specifically, in the teaching of microeconomics, teachers can comprehensively evaluate students' learning behavior from three aspects: before class, during class and after class. However, the effectiveness of this comprehensive assessment should be based on the refinement of the usual grades in the course assessment.
First, refine the usual evaluation criteria of Microeconomics, and make students preview before class, attend class and review after class as the main components of their usual grades.
(1) Examination of students' preview before class. The assessment of students' preview before class is completed in two steps.
First, in order to let students know about the content of each new lesson, so as to preview the relevant content in advance, in the first week of school, teachers should send students the teaching outline, teaching schedule and other related materials of microeconomics.
Second, in order to guide students to preview carefully, teachers can summarize the contents of each chapter into a series of questions and ask students to complete these questions before each chapter begins. For simple conceptual questions, the answers can be found in textbooks. Teachers ask questions randomly in class to check students' completion and evaluate their achievements.
For relatively complex comprehensive analysis questions, students are required to choose 3-5 questions at a time to complete in the exercise book and submit them for future reference before the teacher explains the contents of this chapter. In view of the fact that students can't understand some knowledge in the preview stage before class, teachers only look at whether they have finished their homework before class, not at right or wrong. Students who have not finished their homework before class will be deducted the corresponding scores.
(2) Assessment of students' attendance in class. The assessment of students' classroom attendance is mainly based on the completion of classroom assignments. After explaining the contents of each chapter, the teacher provided 10 multiple-choice questions for the basic knowledge points of this chapter, requiring students to finish independently in class and hand them over to the teacher for correction and registration.
(3) Evaluation of students' review status after class. After explaining each chapter, the teacher will provide students with 1 ~ 5 topics as homework according to this section. After the students finish, they will be handed over to the teacher for inspection before the start of a new chapter, and the teacher will register the scores according to the quality of the completion. In addition, in order to urge students to review relevant content after class.
Teachers can also ask several students to review the key contents of the last class at random before explaining the new content, and evaluate their grades according to their explanations. The final grade of after-class review is the average of homework grade and classroom review grade.
Second, adjust the assessment scheme of microeconomics course.
In order to effectively stimulate students' learning initiative and enthusiasm, improve the teaching effect of microeconomics, and enhance the economic theory literacy and practical problem-solving ability of undergraduates majoring in economic management, it is necessary to adjust the course assessment scheme of microeconomics.
(1) Increase the proportion of usual grades in course grades. At present, the proportion of ordinary grades in the course assessment results is too low, only 30%, which can not effectively motivate students to actively complete various assignments. In order to change this situation, it is suggested that the proportion of usual grades should be increased from 30% to 50%.
In addition, in order to encourage students to actively interact with teachers in class and restrain students from attending classes on time, it is suggested that attendance and classroom interaction should be included in the assessment index in addition to the three learning States of students, namely, preview before class, attendance in class and review after class, each accounting for 10%.
(2) Set the lowest score for the final exam. Microeconomics, as a professional basic course for economic management majors, is usually taught by multiple teachers in financial colleges and universities at the same time. In order to ensure the teaching quality and avoid the huge differences in assessment standards of different classes, all teachers arrange teaching contents according to the same syllabus.
All students use the same test paper in the final closed-book exam, and teachers grade the test paper according to the same grading standard [2]. In the case of higher penalties for violations and stricter invigilation at the end of the term, the final exam results can basically objectively reflect students' mastery of the course.
With the increase of the proportion of ordinary grades, in order to make students still pay attention to the final exam, it is suggested that schools set the minimum score line for the final exam to form a rigid constraint on students.
3. Conclusion
Under the circumstance that college students' learning initiative and enthusiasm are generally not high, the flip classroom teaching mode is applied to microeconomics course. Changing the course examination mode from paying attention to the final exam to paying equal attention to both the usual exam and the final exam can arouse students' initiative and enthusiasm in learning.
In addition, setting a minimum score limit for the final exam effectively ensures students' mastery of the course content. It is worth noting that the implementation of the flip classroom may have the following two problems:
First, the refinement of the usual grades will greatly increase the workload of teachers to check their homework. It is suggested that teachers should be equipped with graduate teaching assistants to share the workload of inspection work.
Second, the setting of the minimum score line for the final exam may lead to a large number of students failing the course exam at the beginning. The relatively loose examination standards in university education enable students to successfully pass the course examination without too much effort. And the setting of the minimum score line for the final exam.
The rigid requirements for students have improved. During the transition period, schools need to accept students who may be unqualified in a large area, and should not put unnecessary pressure on teachers.