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中国教育学会中学数学教学专业委员会于1992年11月6日至11日在湖北省宜昌市召开了全国第二次数学教学评价专题学术研讨会。会议收到论文61篇,与会代表44人。几年前,美国布鲁姆的教育目标分类学说在我国风行一时。今天,我国数学教育界对数学教学评价有了哪些实践与认识呢?数学教学评价的内容、方法与意义是什么?在数学教学改革中,她能收到怎样的实效?这些,都是笔者关心的问题。在这次研讨会上,湖北省中学数学教学评价研究组关于“初中数学教学目标教学及其评价”的实验成果的介绍表明,切实开展教学评价,是大面积提高数学教学质量的重要途径。“初中数学教学目标教学及其评价”的实验(以下简称为“实验”)着眼于受教育者的发
The China Education Association Middle School Mathematics Teaching Committee held the second academic seminar on national teaching evaluation in the Yichang City, Hubei Province from November 6th to 11th, 1992. The conference received 61 papers and 44 participants. A few years ago, Broome’s educational classification theory was popular in China. Today, what is the practice and understanding of mathematics teaching evaluation in mathematics education in China? What is the content, method and meaning of mathematics teaching appraisal? What kind of effectiveness can she receive in mathematics teaching reform? These are all concerns of the author. The problem. At this symposium, the introduction of the experimental results of the middle school mathematics teaching appraisal and research group of Hubei Province on the teaching and evaluation of mathematics teaching in junior middle schools shows that effective teaching evaluation is an important way to improve the quality of mathematics teaching in a large area. The experiment of teaching mathematics teaching in junior high school and its evaluation (hereinafter referred to as “experiment”) focuses on the education