| 美国《国家科学教育标准》倡导的课堂评价 |
| |
| 引用本文： | 李高峰.美国《国家科学教育标准》倡导的课堂评价[J].河北师范大学学报(教育科学版),2012,14(6):79-82. |
| |
| 作者姓名： | 李高峰 |
| |
| 作者单位： | 陕西师范大学基础教育课程研究中心,陕西西安,710062 |
| |
| 摘 要： | 美国《国家科学教育标准》倡导在课堂教学中实施形成性评价,形成性评价的一般模式,师生均需明确的问题:学生想达到什么目标?学生现在所处的是什么位置?如何能够达到目标?评价要遵循平等原则、有效性原则和可靠性原则。评价的重点要转向最被重视的内容、"活性"知识、科学理解力和推理能力、学生的进步和成绩及学习机会、学生自我评价以及教师参与外部评价。课堂评价还需要着力避免走进误区。
|
| 关 键 词： | 《国家科学教育标准》 课堂评价 形成性评价 |
Classroom assessment advocated by the US National Science Education Standards |
| |
| LI Gao-feng.Classroom assessment advocated by the US National Science Education Standards[J].Journal of Hebei Normal University,2012,14(6):79-82. |
| |
| Authors: | LI Gao-feng |
| |
| Institution: | LI Gao-feng(Center of Basic Education Curriculum,Shaanxi Normal University,Xi’an,Shaanxi 710062,China) |
| |
| Abstract: | The US National Science Education Standards advocate the formative assessment in classroom teaching.A general model requires both teachers and students to answer: Where are the students trying to go? Where are the students now? How can the students get there? Assessment should follow the equality,validity and reliability principles.Most highly valued contents,active knowledge,scientific understanding,students’ achievements are the focus. |
| |
| Keywords: | National Science Education Standards classroom assessment formative assessment |
| 本文献已被 CNKI 万方数据 等数据库收录！ |
|
