教师为何而教?这个本来不成问题的问题,在实际教学中却成了问题。教师教学一堂课。校长说要高效,这堂课便在扎实上下工夫,重难点的练习便会多花时间;同行们希望能体现新理念新教法,教师便会在教学技巧上不遗余力钻研;专家说要充分促进学生的发展,教师便会着意设计一些环节,让学生积极主动探索合作。教学评价不仅决定着课堂教学的方向,也常常影响着教学的层次和高度。其实,何止是课堂教学,所有的教育行为和教育现象都跟背后的教育评价有着紧密的关联。 Why do teachers teach? This problem, which is not a problem, has become a problem in practical teaching. Teacher teaching a lesson. The principal said that to be efficient, this lesson will be a solid effort, heavy and difficult exercises will take time; colleagues hope to embody the new concept of new teaching methods, teachers will spare no effort in teaching skills; experts say to fully promote As students develop, teachers will deliberate on some aspects of design so that students can take the initiative to explore cooperation. Teaching evaluation not only determines the direction of classroom teaching, but also often affects the teaching level and height. In fact, more than just classroom teaching, all educational practices and educational phenomena are closely linked with the education evaluation behind them.