传统的品德课堂教学评价,存在着以师为重、以教为重、以知为重、以“静”为重、以“灌”为重等问题。课堂教学评价是以教师的教学行为为评价的中心,是从教师的课堂表现的角度为评价出发点进行评价。在对教师的教学行为的评价中,考虑得最多的是教学方法的选择是否恰当,各种教学方法是否能灵活自如地运用,甚至简单地用一张评价表评价课堂教学,没有学科特色。老师们认为只要教师把握教学重点,教材分析透彻,教学环节完美就是一节好课,这些以教师为中心的评价缺陷,使得在相当长 The traditional evaluation of moral education in classroom has the problems of “focusing on teacher, focusing on teaching, taking knowledge as priority,” “rest ” as priority, “irrigation ” as priority. Classroom teaching evaluation is based on the teacher’s teaching behavior as the evaluation center, which evaluates the starting point of evaluation from the perspective of the teacher’s classroom performance. Among the evaluation of teachers’ teaching behaviors, the most considered ones are the choice of teaching methods, whether various teaching methods can be flexibly used or not, and even simply evaluate the classroom teaching with a questionnaire without any characteristics of the subject. Teachers believe that as long as teachers grasp the teaching focus, thorough analysis of teaching materials, teaching is perfect is a good lesson, these teacher-centered evaluation of defects, making a considerable