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教学是一个信息双向流通的过程,评价教学效果的最终标准并非是教师“教”得如何,而是学生“学”得如何。教师判断学生“学”得如何须从自己的观察和学生的反馈而来。教师通过观察学生的课堂表现(神态、语言、动作等)、提问答疑、当堂训练、批阅作业、进行测试、向学生征询教学意见等方式,了解学生的学习状态,诊断教学过程中的问题,调控教学进程。教师将这些信息整理后反馈给学生,让学生知道自己学习的真实水平,改正错误,巩固正确的知识与方法。可以说,学生在课堂中的参
Teaching is a two-way flow of information. The ultimate criterion for evaluating the effectiveness of teaching is not the teacher’s teaching, but the student’s learning. Teachers should judge how students should learn from their own observations and feedback from their students. Teachers observe the students’ learning status, diagnose problems in the teaching process by observing the students’ classroom performance (demeanor, language, action, etc.), asking and answering questions, training in the church, approving homework, conducting tests, consulting students’ Regulate teaching process. Teachers will organize these information back to the students, so that students know the true level of their learning, correct mistakes and consolidate the correct knowledge and methods. It can be said that students participate in the classroom