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学生的学习评价是生物教学评价的重要组成部分,具有反馈、调控教学并促进学生全面发展的重要功能。《课程标准》指出:“学习评价必须遵循既注重结果,也注重过程的基本原则,灵活运用各种有效的评价手段,对学生的知识与能力、过程与方法、情感态度与价值观作出定量和定性相结合的评价。”这就是说,要把学生在学习过程中的全部情况都纳入评价范围,把学生解决问题寻找答案的学习过程、研究过程、使用技术手段的过程等等都纳入评价的视野,强调过程本身的价值,把学生在过程中的具体表现作为评价的主要内容。本人结合初中教学活动对过程性评价作了初步的探索。
The assessment of students’ learning is an important part of the evaluation of biology teaching. It has important functions of feedback, regulation and teaching and promotion of all-round development of students. The “Curriculum Standard” states: “Learning assessment must follow the basic principle of focusing not only on outcomes but also on processes, and flexibly apply various effective means of assessment to quantitatively evaluate students’ knowledge and abilities, processes and methods, emotional attitudes and values Qualitative combination of evaluation. ”This means that the students in the learning process should be included in the evaluation of all the circumstances, the students solve the problem-solving process of learning, research process, the use of technical means, etc. are included in the evaluation Horizons, emphasizing the value of the process itself, the specific performance of students in the process as the main content of evaluation. I combined junior high school teaching activities on the process of evaluation made a preliminary exploration.