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教师对于学生知识及其整个作业的考查,不应该采取纯任务观点去应付,仅仅给学生登记了分数,就算完事。而要分析全班及个别学生底知识和熟练技巧的质量,用适当的表格,指明‘那一个学生对那一项定则已经不犯错误,那一些定则还没有被大多数学生学会,每一个学生知识中还有什么样的缺点,从这里就得出结论,教师对于什么应该特别注意。’(凯洛夫教育学上册二○六页) 现在单就高中一学期学生解答一个化学试题的结果,加以分析,并提供改正一般错误的实际办法,当作我自己对这项重要工作开始摸索前边的一块垫脚石。
Teachers should not deal with the students’ knowledge and their whole assignments in a purely task-oriented manner. Instead, they only register their scores with the students, even if it is done. To analyze the quality of the bottom class and individual students’ bottom-end knowledge and skills, use the appropriate tables to indicate that one student has made no mistakes with respect to that one, and those rules have not yet been learned by most students. Each one Student’s knowledge of what kind of shortcomings, from here to conclude that teachers should pay special attention to what. ’(Kylof’s Pedagogy, p.206) Now, I will analyze the results of a chemical test conducted by students in the first semester of a high school and provide practical solutions for correcting common mistakes. Let me start my own exploration of this important work A stepping stone in front.