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语文课程评价是语文教学的一个重要组成部分,也是教育教学中一个牵一发而动全身的重要因素。在很长一段时间,关于评价的问题有着诸多的模糊认识,如:把“评价”与“考试”等同起来;把“考试”与“应试教育”等同起来;把“考试”与“素质教育”对立起来……不少教师对评价的问题也表现出复杂的心态,如:新课改下的考试怎么考?搞课改实验考试时吃亏怎么办?对评价改革,很少有命题权的基层学校和教师应该做些什么……近几年来,沧州市针对这一连串的问题,在小学语文课程评价方面进行了积极的探索和尝试。其总体思路是:以“重在改善,意在发晨”为评价现,强化评价的反馈与矫正意识;以简便易行的“评价板块”落实评价的“全面性”;评价活动生活化,以多样化的“生活记裂’落实“发展性”;按照构建新课程的“三维目标”谋划评价内容;积极稳妥地推动全市语文教学评价。他们的做法值得赏析。
Chinese course evaluation is an important part of Chinese teaching, but also an important factor in education and teaching. For a long time, there are many vague cognitions about the evaluation problems, such as: equating “evaluation” with “examination”; equating “examination” with “examination-oriented education”; combining “examination” with “quality education” Opposition to many of the teachers on the issue of evaluation also showed a complex mentality, such as: how to test the new curriculum reform? To engage in the reform of experimental exam loss how to do? Evaluation of the reform, there is little right of the grassroots level What schools and teachers should do ... In recent years, Cangzhou City, in response to this series of questions, conducted an active exploration and attempt in the evaluation of primary Chinese courses. The general idea is: to “focus on improving, intended to send the morning” as the evaluation is to strengthen the evaluation of the feedback and corrective awareness; easy to use “evaluation section” to implement the evaluation of “comprehensiveness”; evaluation activities of life, Implement “developmental” with a variety of “life clefts”; plan evaluation contents according to the “three-dimensional goal” of constructing a new curriculum; and actively and steadily promote the evaluation of Chinese teaching in the city.