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新课程要求教师在教学中面向全体学生,突出学生的学习主体地位,倡导对学生进行发展性评价,以激发学生的积极性和提高自信心,“激励性评价”就体现了这一要求。课堂激励性评价语言是教师在教学中随机产生的,其中又不乏随意性,这就需要教师在课堂上组织酝酿,使之具有针对性和时效性,即体现教师对学生的关注。为了确保学生课堂评价对学生的发展起到重要的导向、反馈、激励、促进功能,建立与课程改革和学生发展相适应的评价方法,在适性教育的大背景下,尊重学生、顺应学生、发展学生都应成为适性课堂激励性评价的重心。
The new curriculum requires teachers in teaching for all students, highlighting the student’s learning status, advocating the development of students in order to stimulate student motivation and self-confidence, “Incentive Evaluation ” reflects this requirement. Incentive evaluation of classroom language is randomly generated in the teaching of teachers, of which there is no lack of randomness, which requires teachers in the classroom brewing, so that it is targeted and timeliness, that reflect the teacher’s concern for students. In order to ensure that students ’classroom evaluation plays an important guiding, feedback, motivating and promoting function for students’ development, and establishes evaluation methods that are suitable for curriculum reform and student development. Under the background of adaptive education, students should be respected, students should be respected, The development of students should become the focus of adaptive classroom evaluation.