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随着新课程改革发展,教师课堂教学评价行为逐渐从以“诊断区分”为主要目的向促进学生全面发展、促进教师教学效能感提升、构建和谐学习氛围转变。现阶段,教师课堂评价行为,在课堂活动的反馈方式、评价工具的选择、评价步骤的遴选上,都呈现多样化发展。通过对中西部六所样本中学长期的实地调查,通过问卷、访谈、课堂观察,总结出教师在新课程改革影响下课堂教学评价行为特征及其积极变化。
With the reform and development of the new curriculum, the teacher’s classroom teaching evaluation behavior gradually from the “diagnostic distinction ” as the main purpose to promote the all-round development of students, promote teachers’ teaching efficacy, and build a harmonious learning atmosphere change. At this stage, teacher’s classroom evaluation behavior shows diversified development in feedback of classroom activities, selection of evaluation tools and selection of evaluation steps. Through the long-term field survey of six sample middle schools in the central and western regions, through questionnaires, interviews and classroom observation, the author summarizes the teachers’ behavior and positive changes in classroom teaching evaluation under the influence of the new curriculum reform.