传统教学对学生学习能力的评价方式以量化为特征。量化固然有其合理性而且在实践中,量化又往往被处理成以挑毛病和“扣分”为特征的“排队”型考试。“排队”就肯定会有先后,虽然有一定的激励作用,但侧重的是“考”,持续不断地用分数和排队来评定学生学习的优劣,就很容易使那些 The traditional way of teaching evaluation of students’ learning ability is characterized by quantification. Although there is rationality in quantification and in practice, quantification is often treated as a “queuing” type examination characterized by picking up problems and “deduction points.” “Queuing” will certainly have one after another. Although there is a certain incentive effect, the emphasis is on the “test”. Continuing to use scores and queuing to assess the pros and cons of student learning, it is easy to make those