论文部分内容阅读
数学教学中主要采取以下几种方式评价学生的思维能力:学生自评、小组互评与分层评价相结合;口试、面试和笔试相结合;观察评价、竞赛评价和综合评价相结合;即时评价、课末评价和定期评价相结合。评价的目的不是注重评价的结果,而是一个探索怎样能促进学生思维能力提高的过程,在思维训练评价过程中,力求将评价结果在表现形式上体现多元化、科学化,做到灵活、客观、全面、合理,充分体现评价的鼓励性。
Mathematics teaching mainly adopts the following ways to evaluate the thinking ability of students: self-assessment of students, mutual evaluation of groups and hierarchical evaluation; combination of oral examination, interview and written examination; combination of observation and evaluation, competition and comprehensive evaluation; instant assessment , End of class evaluation and periodic evaluation of a combination. The purpose of evaluation is not to pay attention to the result of evaluation, but to explore how to improve the thinking ability of students. In the process of thinking training evaluation, the author seeks to make the evaluation results diversified, scientific, flexible and objective in manifestation , Comprehensive and reasonable, fully reflect the encouragement of evaluation.