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1问题提出我国传统的数学学习评价只考虑学生的考试成绩,忽略了学生所付出的努力及数学学科的情感态度等因素对学习结果的影响,没有关注学习投入与产出的真正效能。投入与产出的评价理念最早出现在20世纪60年代美国学者詹姆斯·科尔曼(James·Coleman)的《教育机会均等》(Equality of Educational Opportunity)中,该文阐述了学校投入与产出的效能评价研究。他提出“增值”与“净影响”两个概念。增值是相对于起始阶段,学生经过学校的教育,各方面素质增长的情况;
1 PROBLEM PROPOSED Our traditional mathematics learning evaluation only considers the students ’test scores, ignores the students’ efforts and the emotional attitudes of mathematics, and other factors on the learning outcomes, without paying attention to the real performance of learning inputs and outputs. The notion of input and output first emerged in the Equality of Educational Opportunity of American scholar James Coleman in the 1960s, which described the input and output of schools Research on Effectiveness Evaluation. He proposed two concepts of “value added” and “net effect”. Value-added is relative to the initial stage, the students through school education, all aspects of the quality of the situation;