论文部分内容阅读
传统的数学学习的评价以量化为特征,固然有其合理 之处,但把学生的个性量化成一组组僵硬数字,最终又被处 理成以挑毛病和“扣”分为特征的“排队”型考试。持续不断 地用分数和排队来甄别学生学习的优劣,容易使那些原本 充满学习热情的学生怀疑自己的能力,变得越来越不自信。 这样的评价已越来越难适应“培养全面发展的人”的需要。 《义务教育课程标准》明确指出:评价的主要目的是了解学 生的数学学习历程,激励学生的学习和改进教师教学,应建 立评价目标多元,评价方法多样的评价体系。对数学学习 的评价要关注学生学习的结果,更要关注他们的学习过程; 要关注学生数学学习的水平,更要关注他们在数学活动中 所表现出来的情感与态度,帮助学生认识自我,建立信心。 为此,转变数学学习的评价观念,建立一个完善的评价机制 势在必行。
The traditional evaluation of mathematics to quantify the characteristics, of course, has its own merits, but the student’s personality into a group of rigid numbers, and finally be treated as picky defects and “buckle” is characterized by “queuing” type examination. Constantly using scores and queuing to identify the pros and cons of student learning makes it easier for those who are passionate about learning to doubt their ability to become less confident. Such evaluation has become increasingly difficult to meet the needs of “cultivating all-round development.” The Compulsory Education Curriculum Standard clearly states: The main purpose of evaluation is to understand students ’math learning process, to encourage students to learn and to improve teachers’ teaching. Evaluation systems with multiple evaluation objectives and various evaluation methods should be established. The evaluation of mathematical learning should pay attention to the results of student learning, but also pay attention to their learning process; to pay attention to the level of students’ mathematical learning, but also pay attention to their emotions and attitudes expressed in mathematics activities to help students recognize themselves and establish confidence. Therefore, it is imperative to change the evaluation concept of mathematical learning and establish a perfect evaluation mechanism.