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我国通过一系列课程改革措施,正在逐步改善中国教育中的偏颇问题,不断探索能实现学生德智体美全面发展的教育模式。在这个过程中,实践在学习中的重要作用得到越来越多的强调。但是,如何在德育领域考评学生的思想观念以及行为习惯,如何将以定性评价为主的学科更好地结合定量研究方法理性分析,如何按照某种标准测量儿童的身心成熟水平等问题变得日趋紧迫。目前,学者们研究出的中学生思想品德量化考评制度在实践中确实起到了一定改善作用,与此同时,也不可避免地暴露出一系列问题:执行上存在理论与实践操作相脱节的困难,参差不齐的学生很难运用同一模式,评价主观性倾向严重,思想品德与外化言行难以完全一致等。因此,必须有一个统一的基本标准作为考评大纲,再由各学校结合自己的特殊情况制定相应标准,如此才能把统一性与多元性结合起来,使思想品德考评制度更加公平和可行。
Through a series of curriculum reform measures, our country is gradually improving the biased problem in Chinese education and continuously exploring an educational model that can achieve the all-round development of students’ moral integrity and beauty. In this process, the important role of practice in learning is getting more and more emphasized. However, how to evaluate student’s ideology and behavior in the field of moral education, how to combine the qualitative evaluation-based disciplines with the quantitative research methods, how to rationally analyze how to measure children’s physical and mental maturity according to a certain standard, urgent. At present, scholars have developed a quantitative assessment system for middle school students’ ideological and moral qualities did play a certain role in improving practice, at the same time, but also inevitably exposed a series of problems: the implementation of the theory and practice are out of touch with the difficulties, Missed students are difficult to use the same model, evaluation of subjective tendencies, ideological and moral behavior and behavior is not exactly the same. Therefore, we must have a unified basic standard as the evaluation outline, and then each school should formulate corresponding standards according to its own special circumstances, so that the unity and pluralism can be combined to make the ideological and moral evaluation system more fair and feasible.