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按照《基础教育课程改革纲要》和《数学课程标准》所提出的小学数学课堂教学评价内容,应特别重视教活动、学生的发展和形成性方面的评价。要重建课堂教学评价体系,必须打破以教师为中心、以知识为中心的传统念,把课堂评价体系与课堂改革的目标统一起来。这个评价不只是终结性的,更应重视诊断性和形成性的评价。不要对课堂教学的价值作出判断,而且要对课堂教学的改进提出建议。课堂关注的焦点应当是学生的状态,包括参状态、交往状态、思维状态、情绪状态与生成状态,然后从与这些状态表现息息相关的教师教学行为上查询原因,包括教师的组织能力、注意中心、教学机智、教学态度与教学境界等。
In accordance with the content of the evaluation of primary mathematics classroom teaching proposed in “Basic Education Curriculum Reform” and “Mathematics Curriculum Standards”, special emphasis should be given to teaching activities, student development and formative evaluation. To rebuild the classroom teaching evaluation system, we must break the traditional concept of “teacher-centered and knowledge-centered” and unify the classroom evaluation system with the goal of classroom reform. This evaluation is not only terminal, but should pay attention to diagnostic and formative evaluation. Do not judge the value of classroom teaching, but also to improve the classroom teaching suggestions. The focus of the classroom should be on the students ’state, including the state of participation, the state of contact, the state of mind, the state of emotion and the state of formation. Then the reasons for the teacher’ s teaching behavior, which are closely related to these state performances, Teaching tactics, teaching attitude and teaching realm.