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新的化学课程倡导从学生和社会发展的需要出发,发挥学科自身的优势,将科学探究作为课程改革的突破口,激发学生的主动性和创新意识,促使学生积极主动地学习,使获得化学知识与技能的过程也成为理解化学、进行科学探究、联系社会生活实际和形成科学价值观的过程。然而,长期以来“应试”对教学的导向根深蒂固。“分数”始终是评价学习好坏的惟一裁判。这对落实新课程改革的目标具有很大的阻碍作用。因此,改革化学教学中学生学习状况的评价势在必行。一、课改前学生学习状况的评价状况
The new chemistry curriculum advocates starting from the needs of students and social development, making use of the advantages of the discipline itself, taking scientific inquiry as a breakthrough in curriculum reform, stimulating students’ initiative and innovation awareness, and motivating students to actively and actively learn to acquire chemical knowledge and The process of skills also becomes a process of understanding chemistry, conducting scientific inquiry, linking the reality of social life, and forming scientific values. However, for a long period of time, the “instructions for examination” has been deeply entrenched in teaching. “Score” is always the only judge to evaluate learning. This has a great impediment to the implementation of the objectives of the new curriculum reform. Therefore, it is imperative to evaluate the student’s learning status in reforming chemistry teaching. I. Evaluation of student learning status before curriculum reform