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过去的初中地理教学,由于对学生的评价方式十分单一,按刻板的“三张复习题,两张试卷”来衡量学生学习地理的能力,结果学生只能依靠死记硬背学到一些地名、物产、地形、气候等地理知识,或者通过机械训练获得一些地理技能,而缺乏较高层次的地理学科能力。类似的评价方式在其他学科,包括语、数、理、化、外等中考学科中也都严重存在着。在素质教育和课程改革过程中,如何客观的评价学生,检验教学效果,成为摆在我们面前的当务之急。下面透过初中地理教学,对考试评价的三大目标谈些不成熟的看法,就教于各位同行。
In the past junior high school geography teaching, because the evaluation method for the students was very simple, according to the rigid “three review questions, two test papers” to measure students’ ability to learn geography, the students could only rely on memorization to learn some place names and products. Knowledge of geography, terrain, climate, etc., or gain some geography skills through mechanical training, but lack a higher level of geography. Similar evaluation methods are also serious in other disciplines, including language, mathematics, science, chemistry, and other middle school subjects. In the process of quality education and curriculum reform, how to objectively evaluate students and test the effectiveness of teaching has become a top priority for us. In the following, through junior middle school geography teaching, I will talk about the immature opinions on the three major goals of the evaluation of the exam, and teach them to my colleagues.