准确考核学生对知识切实掌握的程度

• 作 者: 邓其蓉
• 机 构: 四川省绵阳市第407信箱子弟中学,
• 出 处: 生物学通报
• 发表日期: 1989年04期
• 关键词: 中学生物 教学效果 欧阳忠 湖南省湘潭市 双螺旋结构 DNA 自我复制 碱基互补配对 复制过程 只字不漏

读了湖南省湘潭市第三中学欧阳忠同志关于“谈谈中学生物考试命题中的几个问题”一文(见《生物学通报》1985年第三期),很赞同“命题是通过考试来考查学生的学习质量和教师的教学效果的关键”、“题型多样能较好地考核学生掌握基础知识的程度、较能准确地反映学生考试成绩”的观点。的确,在教学实践中,我也有这样的体会:不但对不同的内容可以运用不同的题型,就是对相同的内容也可以

Read a letter from Comrade Ouyang Zhong, the third middle school of Xiangtan City, Hunan Province, on “Several Questions in the Proposition of Middle School Biology Examination” (Biological Proceedings, Issue 3, 1985), agreeing that “propositions are examined through examination The quality of students’ learning and the teaching effect of teachers. ”“ The variety of questions can better assess the students’ mastery of basic knowledge and reflect the students’ test scores accurately. ” Indeed, in teaching practice, I also have this experience: not only for different content can use different questions, is the same content can