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评价是为了促进学生个性的全面发展和教师教学的提高,有效地改进教学。科学课程应在科学探究(过程、方法和能力),科学知识与技能,科学态度、情感与价值观以及对科学、技术与社会关系的认识等四个方面对学生进行全面的评价。那么我们怎样通过一个探究实验就能评价学生的方方面面呢?近年来,有许多学者倡导在活动表现中评价学生,这是一种值得推崇的能对学生全方位进行评价的有效评价方式,但是这种评价方式有其自身的缺陷:1.由于评价内容太过于笼统,教师没有具体的评价标准,即标准的准确性、有效性和可靠性难以得到保证。2.评价学生的偶然性太强。评价结果难以类推到学生在这一领域的一般知识和技能。3.由于它的内容相当广泛,教师没有统一的评价
The evaluation is to promote the all-round development of individuality of the students and the improvement of teachers’ teaching so as to effectively improve teaching. The science curriculum should conduct an overall evaluation of students in four aspects: scientific inquiry (process, method and ability), scientific knowledge and skills, scientific attitudes, emotions and values, and understanding of the relationship between science, technology and society. So how can we evaluate all aspects of students through an exploratory experiment? In recent years, there are many scholars advocating the evaluation of students in the performance of activities, which is a highly effective way to evaluate students in all aspects. However, Evaluation methods have their own shortcomings: 1. As the evaluation content is too general, teachers do not have a specific evaluation criteria, that is, the standard accuracy, validity and reliability are difficult to be guaranteed. 2. Evaluation of students by chance too strong. The evaluation results are difficult to deduce to the general knowledge and skills of students in this field. 3. Because of its wide range of content, teachers do not have a uniform rating