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教学评价是对教育过程或结果进行价值判断的过程,是课程研制和改革必然涉及的环节。但是用分数的高低来衡量人才的水平,用高考升学率来体现学校的办学质量,这种单一的评价途径存在着明显的缺陷,评论结果有利于将学生划分等级,而不利于说明学生实际掌握了哪些知识,发展了哪些素质。教学过程中,学生是主体,教学是最终结果,是对学生素质的提高。教师在教学过程中起主导作用,应教会学生学习,然而,以往的语文教学评价,一般比较重视对教师“教”的评论,而比较忽视对学生“学”的评价。这是十分片面的,我们要重视教育的评价,更要重视学的评价。在教学过程中不断去探索、学习和研究可行的评价机制,有效地实施素质教育。
Teaching evaluation is the process of judging the value of education process or result, which is the inevitable link in curriculum development and reform. However, the level of scores to measure the level of talent, with the entrance rate of college entrance examination to reflect the quality of the school, this single evaluation of the existence of obvious shortcomings, the results of the review is conducive to the classification of students, but not conducive to the actual control of students What kind of knowledge, what kind of quality has been developed In the process of teaching, students are the main body, teaching is the final result, and improving the quality of students. Teachers play a leading role in the process of teaching and should teach the students to learn. However, in the past, the evaluation of Chinese teaching generally paid more attention to the comments on teachers and less on the evaluation of students. This is very one-sided. We should attach importance to the evaluation of education and pay more attention to the evaluation of the school. In the process of teaching continue to explore, learn and research feasible evaluation mechanism, effective implementation of quality education.