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考试,作为组织教学的一个环节,它有双重任务:一、对学生学习状况作出评价;二、在评价意义上从外部给学生施加一种约束或压力。这两个任务都要服从于促进同学全面掌握知识,提高分析、研究、解决问题的能力这样一个目的。当前把考试结果作为对学生学习状况的唯一的、最后的评价,而对教学过程的其它环节的要求和学生表现,考试本身具有的不确定因素,等等,不是轻视,就是完全忽略不顾,我认为是难以全面、准确地反映学生的学习状况(包括分析、解决问题的能力状况)的。
Exams, as a part of organizational teaching, have two tasks: First, to evaluate students’ learning conditions; Second, to impose a constraint or pressure on students from the outside in the sense of evaluation. Both of these tasks are subject to the purpose of promoting students’ overall knowledge and ability to analyze, research, and solve problems. The examination results are currently used as the only and final evaluation of the student’s learning situation. The requirements on other aspects of the teaching process and the student’s performance, the uncertainty of the examination itself, etc., are either ignored or ignored completely. It is considered difficult to fully and accurately reflect the student’s learning status (including the ability to analyze and solve problems).