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与之前的全日制义务教育《思想品德课程标准(实验稿)》相比较,广州市制订的《学业评价标准》对于初中阶段思想品德教学、学生学业情况的评价更加多元化、具体化、科学化,可操作性更强。而与之相对应的,中考作为初中阶段思想品德教育教学的一个终结性评价方式,必然会更加全面、更加深刻地体现《学业评价标准》中的不同评价方式。因此如何更好地理解、把握《学业评价标准》,指导初中学生尤其是初三阶段的复习,是摆在所有初三思想品德教师面前的一个重要课题。
Compared with the “Ideological and Moral Course Standard (Experimental Version)” of full-time compulsory education before, the “Academic Evaluation Standard” formulated by Guangzhou Municipality is more diversified, specific and scientific for the assessment of students’ academic performance in the teaching of ideology and morality in the junior middle school. , More operability. Correspondingly, as a final evaluation method of ideological and moral education in junior middle school, the senior high school entrance exam will inevitably reflect more comprehensively and profoundly the different evaluation methods in the academic evaluation standard. Therefore, how to better understand and grasp “academic evaluation criteria” to guide junior high school students, especially the third phase of the review, is an important issue for all teachers in the first three days of moral character.