我们在整体优化思想指导下,对有关考试的观念和做法作了一些探索。着眼于学懂学好,更新分数观念。过去的考试往往是“一锤定音”,无可挽回,这不利于调动学生继续学习的积极性,不利于学生心理的健康发展。我们一改过去一成不变的考分为可变的动态分数。一些学科考试,第一次考得的分数暂不记入分数册,符教师评讲后,根据学生错误分布情况,选择错误率比较高的试题,出些同类型的题目再考,原来做错的,第二次做对了,就在第一次的成绩上加上新的得分,少数同学还安排他们进行第三次考试。 Under the guidance of the overall optimization idea, we made some explorations of the concept and practice of examinations. Focus on learning to learn, update the concept of scores. In the past, examinations were often “hammered” and irreparable. This was not conducive to mobilizing the enthusiasm of students to continue their learning and was not conducive to the healthy development of students’ psychology. We changed the test scores that were static in the past into variable dynamic scores. For some subject tests, the scores scored for the first time are not recorded in the score book. After the teacher comment, according to the student’s error distribution, select the questions with higher error rate, and then take the same type of questions for reexamination. The second time was right. A new score was added to the first score. A few students also arranged for them to take the third exam.