长期以来,化学课堂教学评价的关注点都是以“教师”为主,主要关注教师的表现,关注教师是怎么讲的,既使关注到学生的行为表现,也基本被看做是教师“教”的回应,或者成为教师教的点缀。总的来说,以往的化学课堂教学评价表现出“以教为主,学为教服务”的倾向。 For a long time, the focus of chemistry classroom instruction evaluation has been “teachers”, mainly focusing on the performance of teachers, paying attention to how teachers talked, and even paying attention to students’ behavioral performance, they are basically seen as “teaching teachers”. The response to this question has become an embellishment for teachers. In general, past evaluations of chemistry class teaching showed a tendency to “mainly teach and learn to teach”.