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每到期末考试,学校领导大会小会提得最多的就是教学质量,老师们都心领神会,相顾无言,唯恐学生考试分数不高,组内教研分析得最多的是重点难点和考点——小学的考试跟高考一样要进行考点分析,出题方向的探讨,教师教的辛苦和学生学的辛苦,可想而知。问题是,一张考卷真的就能说明我们的质量吗?这样的评价真的科学吗?教学质量的评估,考分是显在的描述,自然无可厚非。但唯考分评价,就不科学了,从学生学习的质量纬度看,以学科素养为内涵的隐性描述更为重要。因为,考分是阶段性描述,而素养,才是可持续性描述。
Each final examination, the school leadership assembly is the most important thing is the quality of teaching, teachers are all in the know, careless, lest students score is not high, the most analysis of teaching and research group is the most difficult and test centers - primary Examination with the same entrance exam to test analysis, the title of the question to explore the teacher’s hard work and students learn hard to imagine. The question is, a test really can explain our quality? This evaluation is really science? Assessment of teaching quality, test scores are obvious description, natural beyond reproach. However, the only test scores, it is unscientific, from the perspective of the quality of student learning to see, the implicit description of the subject literacy as more important. Because, mark is a stage description, and literacy, is a sustainable description.