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在过程性评价的理念下,教师需要对传统高校课程的作业形式及评价方式进行改革。在作业形式方面,实现作业多样化、实践化、合作化;在评价方式方面,由以往的任课教师一人评价改为任课教师评价、同行教师评价及学生自评、互评等多形式相结合。通过这些改革,能够对学生的综合能力作出动态评价,最大限度摒除任课教师主观性,实现评价的客观化。
Under the concept of procedural evaluation, teachers need to reform the operating forms and evaluation methods of traditional university curriculums. In terms of operation forms, diversification, practicalization and cooperation are realized in operations. In terms of evaluation methods, the evaluation of teachers is changed from one teacher evaluation to classroom teacher evaluation, peer teacher evaluation and student self-evaluation and mutual evaluation. Through these reforms, students can make a comprehensive assessment of the dynamic assessment of teachers to maximize the exclusion of subjectivity, to achieve the objective evaluation.