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以《全日制义务教育历史课程标准》(实验稿)(以下简称课标)为依据编写的华东师大版初中《中国历史》(七年级·上)新编教科书要求教师利用多元化的评价方式实施教学。这就要求作为教学活动主阵地的课堂教学必须从指导思想到教学目标、从教学内容到组织形式、从课堂结构到评价方式都发生巨大的变化。笔者在一段时间的课堂教学评价探索中,着力实验了评价学生学习思维的几种方法。现予以整理,以期与诸位同仁交流。
Based on the “Full-time Compulsory Education History Curriculum Standards” (Experimental Draft) (hereinafter referred to as the “Standards”), the newly-edited textbooks for the “Chinese History” (Grade 7 and above) textbooks for junior high school students of the East China Normal University require teachers to use diversified evaluation methods. Implement teaching. This requires that classroom teaching as the main field of teaching activities must change from the guiding ideology to the teaching goal, from the teaching content to the organizational form, and from the classroom structure to the evaluation method. In the course of evaluation of classroom teaching evaluation for a period of time, the author tried to experiment several ways to evaluate students’ learning thinking. It is now collated with a view to communicating with your colleagues.