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长期以来,对学生学习情况进行检测和评价,都是采用现成试题或者由教师编制试题,学生答题,教师评分,最后由教师讲评。这种传统的检测评价方式,不仅可以让教师了解与评价学生的学习情况,还可以用来评价教师的教育教学表现。但是,它也有明显的不足,即在检测评价过程中学生始终处于被动地位,不能最大限度地调动学生的学习积极性并全面考查学生的综合素质。那些思想品德好、思维活跃、创新能力强的学生,在考试和检测中并不一定能得高分;而那些创新能力弱、擅长死记硬背的学生,却往往能得高分。
For a long time, testing and evaluation of student learning are based on existing problems or teachers prepare questions, student answers, teacher ratings, and finally comment by teachers. This traditional method of testing and evaluation can not only enable teachers to understand and evaluate the learning of students, but also can be used to evaluate teachers’ teaching and learning performance. However, it also has obvious shortcomings. In the process of testing and evaluation, students are always in a passive position. They can not mobilize the enthusiasm of students and fully examine the overall quality of students. Students who are good at thinking, active in thinking, and capable of innovation are not always able to score high on exams and tests; those who are weak at innovation and good at rote learning often score high.