初中数学课堂评价的教学案例与思考

• 作 者: 李秋
• 机 构: 江苏省海门市树勋初级中学,
• 出 处: 理科考试研究
• 发表日期: 2012年24期
• 关键词: 初中数学 课堂评价 学生学习 课堂教学评价 教师教学 过程性评价 课堂上 主题 重现 信息 收集 地位

将课堂教学评价与课堂评价划等号的时候,意味着教师的教学才是强调的重点,而非学生的学习情况.长期忽视学生在课堂上的主体地位,正是导致这种教师教学受到偏重现象的根本原因,所以本文对于课堂评价的定义是:以教师为实施主题,在课堂教学时改善学生学习和收集学生各方面信息的过程性评价.1.我国课堂评价的现状我国中小学课堂引进使用课堂评价是从上世纪80年代左右开始,受到前苏联教学模式和教育理论的很大影响,基本思想为:进行教学时,将学生彼此之间的信息频繁地进行反馈,主动积极地改进教学,从而实现大部分

The equalization of classroom teaching evaluation and classroom evaluation implies that the teaching of teachers is the emphasis instead of the students’ learning situation.It has long been a problem that the main body position of students in the classroom is neglected Therefore, this paper defines the classroom evaluation as follows: the process evaluation of improving the students’ learning and collecting information of all aspects of the students in the classroom with the theme of teacher implementation.1.The current situation of the classroom evaluation in China The introduction of the classroom in our country The use of classroom evaluation is from the 80s of last century or so, by the former Soviet Union teaching model and theory of education greatly affected, the basic idea is: teaching, the students frequently feedback each other’s information, take the initiative to actively improve teaching , In order to achieve most