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地理教学质量的评价是个系统工程,应注重多途径收集信息,准确反映教师教学过程和学生地理学习的结果及过程,激励学生有效地学习,帮助教师改进教学。课堂评价既要关注学生的学习结果,更要关注学生的学习过程,强化评价的诊断和发展功能,弱化评价的甄别和选拔功能。评价应以《地理课程标准》中的课程目标和课程内容标准为依据,体现课程基本理念,全面评价学生在知识与技能、过程与方法、情感态度与价值观等方面的发展与变化。要实现这一评价目标,首先必须改变对地理教师教学质量的评价方式,即只看考试分数,不管教学过程和学生体验的评价。科学的评价应注重评价目标全面性、评价手段多样化,实现形成性评价和终结性评价相结合、定性评价和定量评价相结合。
The evaluation of geography teaching quality is a systematic project. We should pay attention to multiple ways to collect information, accurately reflect the teaching process of teachers and students’ results and process of geography learning, encourage students to learn effectively and help teachers to improve teaching. Classroom assessment should not only pay attention to students ’learning outcomes, but also pay more attention to the students’ learning process, strengthen the diagnostic and developmental functions of evaluation, and weaken the screening and selection of evaluation. The evaluation should be based on the curriculum objectives and curricula standards in Geographical Curriculum Standards, which reflect the basic concepts of the curriculum and fully evaluate the development and changes in students’ knowledge, skills, processes and methods, emotional attitudes and values. To achieve the goal of this evaluation, we must first change the way of evaluating the quality of teaching geography teachers, that is, only the test scores, regardless of teaching process and evaluation of student experience. The evaluation of science should focus on the comprehensiveness of evaluation objectives, the diversification of evaluation methods, the combination of formative evaluation and final evaluation, and the combination of qualitative evaluation and quantitative evaluation.