Reform of the Evaluation Model for Higher Vocational Physics Courses Based on Modular Teaching

Abstract

The deepening of higher vocational education reform has been progressing steadily, and the talent cultivation model centered on vocational capabilities has become increasingly mature. As an important basic course for science and engineering majors in higher vocational colleges, college physics plays a foundational role in cultivating technical talents. However, its traditional unitary and summative evaluation model of “one exam determining success” can hardly meet the needs of cultivating high-quality technical and skilled talents. By reconstructing the content of college physics courses and based on the modular teaching model, this paper analyzes the main problems existing in the current evaluation of higher vocational college physics courses, and constructs a diversified “trinity” evaluation system integrating process evaluation, outcome evaluation, and value-added evaluation. This system emphasizes the diversification of evaluation subjects, the comprehensiveness of evaluation content, and the variety of evaluation methods, and has been applied in teaching practice in a higher vocational college. The practical results show that this system can effectively stimulate students’ learning initiative, promote the coordinated development of their physical knowledge, practical skills, professional literacy, and innovative capabilities, and has positive significance for improving the quality of talent cultivation in higher vocational education.