“军事需求工程”课程评价标准设计
Evaluation Criteria Design for “Military Requirements Engineering” Course

“军事需求工程”课程具有理论性和实践性俱强的特点，因此使用翻转课堂、项目式学习等以学生为主体的教学方式十分必要。然而，关于项目式学习的学生成绩评定方法的研究比较缺乏，而传统的一些评分手段常导致学生参与积极性不高、标准模糊等问题，直接影响到教学效果与教学质量。本文通过采用量化评价表，学生评分和教师评分相结合的方式，建立适应“军事需求工程”课程报告和项目式学习方式的学生成绩评定方法，在评价标准上强调了过程评价和同伴评价方式的引入，既激励学生学习的主观能动性，又保证教师在学生成绩评定过程中的主导地位。
The “Military Requirements Engineering” course has both theoretical and practical characteristics, so it is necessary to use student-oriented teaching methods such as flipped classroom and project-based learning. However, there is a lack of research on student performance evaluation methods for project-based learning, and some traditional grading methods often lead to low student participation and vague criteria, which directly affect teaching effectiveness and quality. In this paper, we adopt a quantitative evaluation form, combining student and teacher ratings, and establish a method to assess students’ performance in the “Military Requirements Engineering” course report and project-based learning, emphasizing the introduction of process evaluation and peer evaluation in the evaluation criteria, which not only stimulates students’ initiative in learning, but also ensures the teacher’s dominance in the process of student performance assessment. The evaluation criteria emphasize the introduction of process evaluation and peer evaluation, which not only stimulates students’ initiative in learning, but also ensures the teacher’s dominant position in the process of student performance evaluation.