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长期以来,由于受“应试教育”的影响,终结性评价成为评价学生的唯一标准。这种评价模式过分强调评价的甄别与选拔功能,忽视促进学生发展的功能;评价的指标过于单一,基本以书本知识为核心,忽视对运用能力、学习态度的综合考查;评价的方法多采用笔试,过于注重量化;评价的技术落后,过于注重结果的评价,忽视过程的评价等。在这种评价模式的影响下,学生的个性差异性、主观能动性都受到了严重的制约。随着课程改革
For a long time, due to the impact of “exam-oriented education ”, final evaluation is the only criterion for evaluating students. This evaluation model overemphasizes the function of screening and selection of evaluation, ignores the function of promoting students’ development. The evaluation index is too single, and basically takes the book knowledge as the core, omits the comprehensive examination of the ability to use and study attitude. , Too much emphasis on quantification; evaluation of the technology behind, too focused on the results of the evaluation, ignoring the process of evaluation. Under the influence of this evaluation mode, students’ personality differences and subjective initiative are severely restricted. With the curriculum reform