以广东工业大学土力学实验教学改革与实践为例，对比分析了3种考核模式的特点和教学效果。研究表明，传统的教学与考核模式（考核模式Ⅰ“平时成绩+实验报告”），容易形成“千篇一律”的实验报告，难以达到预期的教学效果。考核模式Ⅱ（平时成绩+实验报告+考试），加入了实验考试后，实验成绩分布和教学效果有了明显改善。实验考核可调动学生们对实践的兴趣，有助于提高动手能力，且操作考试影响效果尤其显著。“引导-设计-实验-报告”四环节实验教学过程和全程考试模式（考核模式Ⅲ），符合“以学生为中心，以成果为导向”的工程教育理念，教学与考核双管齐下，能获得理想的实验教学效果。

Taking the reform of soil mechanics experiment teaching in Guangdong University of Technology as an example, the characteristics and teaching effects of the three experimental assessment models are compared and analyzed. The traditional teaching and assessment mode (the assessment mode I is based on the "normal performance + experimental report"), and the formation of the "one-size-fits-all" experimental report can’t achieve the expected teaching effect. The assessment mode II includes normal performance, experimental report experimental, examinations, and the distribution of experimental results and teaching effects have been significantly improved. The results show that the test of experiment can adjust the students' interest in practice, cultivate hands-on ability , and the impact of the operation test is particularly significant. The "guide-design-experiment-report" four-part experimental teaching process and the whole-test mode (the assessment mode III) are in line with the "student-centered, results-oriented" engineering education concept, which can achieve the desired experimental teaching effect. The research shows that progressive teaching methods can achieve better experimental teaching results.