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为适应面向21世纪教育发展及实现教育目标的需要,目前在我国历史教育界,对学生学习与发展的测试正日益受到人们的关注。从已推出的测评研究成果看,能力及知识掌握测评已取得一定进展,相比较而言,品德测评研究还未完全展开。在多数情形下,历史课学生品德发展测评或依教师“一锤定音”,或得不到应有的重视,这在一定程度上影响了学生学业评价结果的系统性、科学性,也不利学生的全面发展和教学质量的全面提高。鉴于此,本文试就历史课中学生品德测评的有关问题谈些粗浅认识,与同行共同探索。
In order to meet the need of facing the 21st century education development and realizing the goal of education, the test of student learning and development in the historical education circle in our country is receiving more and more attention. Judging from the results of the research on evaluation that has been launched, some progress has been made in the assessment of capabilities and knowledge mastery. In contrast, the research on the assessment of morality has not yet been fully carried out. In most cases, the evaluation of the history of students’ moral development or teachers, or “one stroke”, or get the attention they deserve, which to a certain extent, affected the academic evaluation of students systematic, scientific, but also detrimental to students comprehensive Development and overall improvement of teaching quality. In view of this, this article tries to talk a little superficial understanding about the problems related to the assessment of students’ morality in the history class and explore together with their peers.