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根据多元智能理论,构建了高三化学讲评课“一题两讲”模式的发展性评价,以5个学生学习前后的调查数据阐述其特点:评价主体是学生、评价类型多元、评价标准多元和评价用语多元且具有“五性”——即时性、阶段性、鼓励性、指导性和发展性。以5个案例阐述了学生第1次、第2次、多次上台讲题和不同考试阶段,教师的发展性评价用语及要求,说明教师的评价用语是对学生在“讲”和“评”的过程中“三维”目标发展的质性评价标准的显性反映。
According to the theory of multiple intelligences, this paper constructs the developmental evaluation of senior high school chemistry lectures and the mode of “one question, two lectures” and the survey data of five students before and after the study. The main body of evaluation is students, multiple evaluation types and multiple evaluation criteria And the evaluation term is diverse and has “five attributes” - instant, stage, encouragement, guidance and development. In five cases, the students’ first, second, multi-stage lectures and different stages of examinations, teachers’ evaluation terms and requirements of development are expounded, indicating that teachers’ “Evaluation” in the process of “three-dimensional ” the development of the qualitative evaluation of the target of the explicit reflection.