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在基础教育某一特定的年龄阶段,生理上无缺陷、智力上正常的学生,在认知、情感态度、品德、行为等方面各占一定比例的标准化综合评价中,评价结果远远低于班级的其他同辈群体,并且同时其自身的优势潜能又没有得到很好发挥,这样的学生可以界定为学业不良,成为进行转化和帮助的对象。这一界定对客观地评价学生的学业以及对学业不良学生的界定都具有重要的意义。在学校系统中,学业是一个含有多方面内容的综合概念。从生命的历程和生命的整体的角度看,学业不良是一个相对的综合性评定结果,同时又要注重个体标准,考虑到学生自身的优势潜能的发挥。评价学生学业不良的标准也是一个多样化的有机系统,各部分都应该予以合适的比例,避免对学生作出单方面的评价、给学生过早地贴上不恰当的“不良生”的标签。
In a certain age of basic education, students with physiological defects and mental normal have a far lower evaluation than those who are in a standardized comprehensive evaluation with a certain proportion of cognition, emotional attitude, morality and behavior. Of other peer groups, and at the same time their own potential advantages have not been well played, such students can be defined as poor education, as the object of transformation and help. This definition is of great significance for the objective evaluation of students’ learning and the definition of students with poor academic performance. In the school system, learning is a comprehensive concept with many aspects. From the perspective of life course and life as a whole, bad academic performance is a relative comprehensive assessment result, meanwhile, we should pay attention to individual standards, taking into account the potential advantages of students themselves. Criteria for assessing students’ poor academic performance are also diverse organic systems, all of which should be proportionately proportioned to avoid unilateral assessment of students and prematurely put on inappropriate “bad health” labels .