目的 探讨基于档案袋的形成性评价在儿科护理学双语教学中的应用效果。方法 采取准试验性研究设计,选取2016年2月至2017年7月参加儿科护理学课程的广州医科大学2013级和2014级四年制护理学专业97名学生为研究对象。将2014级58名学生设为试验组,将2013级39名学生设为对照组。试验组采用基于档案袋的形成性评价方式,对照组采用传统的评价方式。课程结束后,采用期末理论考试、自主学习能力评定量表、学业自我效能感问卷进行效果评价。结果 试验组学生期末理论考试英文试题评分[(21.95±2.92)分],高于对照组学生[(20.59±2.52)分];试验组学生自主学习能力总分、学业自我效能感总分均高于对照组学生[(73.76±7.61)分比(69.87±9.68)分,(79.47±7.97)分比(75.92±8.34)分],其差异均具有统计学意义(均P<0.05)。结论 基于档案袋的形成性评价方式有助于提高学生的英语成绩、自主学习能力和学业自我效能感。

Objective To evaluate the effectiveness of the portfolio-based formative assessment in bilingual teaching of pediatric nursing. Methods Quasi-experimental design was adopted. A total of 97 bilingual experimental class students (four-year program) from grade 2013 and grade 2014 who received Pediatric Nursing education from February 2016 to July 2017 in Guangzhou Medical University were included. Fifty-eight students from grade 2014 were the experimental group with the new formative assessment based on portfolio, while thirty-nine students from grade 2013 were the control group with traditional assessment. The final theory examination scores, the self-directed learning ability scale and the academic self-efficacy scale were compared between two groups. Results The score of the English questions in the final theory examination of experimental group was higher than that of control group[(21.95±2.92) vs. (20.59±2.52)]; the total score of self-directed learning capacity and the total score of academic self-efficacy in experimental group were significantly higher than those in the control group [(73.76±7.61) vs.(69.87±9.68), (79.47±7.97)vs.(75.92±8.34); all P<0.05]. Conclusions Formative assessment based on portfolio improves English performance, the self-directed learning capacity and academic self-efficacy.