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[目的]探索护理专业英语教学评价考核新模式。[方法]在2009级护理本科班70名学生中进行形成性评价和终结性评价相结合的教学实践应用,采用自设问卷进行学习兴趣调查和标准专业英语能力测试。[结果]形成性评价应用于护理专业英语教学前后,学生学习兴趣和专业英语能力差异有统计学意义(P<0.05)。[结论]形成性评价和终结性评价有效结合激发了学生学习英语的兴趣,提高了专业英语教学效果和学生的专业英语能力。
[Objective] To explore a new model of evaluation and examination of nursing English teaching. [Method] The teaching practice of combining formative evaluation and final evaluation was carried out in 70 students of 2009 nursing undergraduate course. The self-directed questionnaire was used to investigate interest in learning and standard professional English proficiency test. [Results] Before and after the formative evaluation was applied to nursing English teaching, there was significant difference between students’ learning interest and professional English ability (P <0.05). [Conclusion] The effective combination of formative assessment and final assessment has stimulated students ’interest in learning English, and has improved the teaching effect of professional English and students’ professional English ability.