笔试是古今中外的教学评估的主要手段。但是,这种做法的主要弊端是,它与传授知识、训练技能、发展智力、培养能力、形成品格、养成习惯的整体教学要求偏差较大,尤其是在学生实践性和创造性的考核方面,更显得薄弱。为此,我们从传统笔试的弊端着手,采取了一些改革做法,取得了一些进展,收到了实效。 1、把现象观察引进了笔试。培养学生的观察力,是物理教学的首要任务,也是教学最基本的目标之一。但是,传统笔试不仅无法衡量这项任务的完成情况,也难以测试这一目标是否达成。为了弥补这一缺陷,我们把现象观察引进了笔试。试前,选择好现象观察的内容作为试题,安排到试卷中。考试时,教师到场演示,学生 The written test is the main method of teaching assessment in ancient and modern times. However, the main drawback of this approach is that it deviates from the overall teaching requirements of imparting knowledge, training skills, developing intelligence, cultivating ability, forming character, and fostering habits, especially in terms of students’ practical and creative assessment. It is even weaker. To this end, we started with the disadvantages of traditional written examinations, adopted some reforms, made some progress, and received substantial results. 1. Introduce the written observation to the phenomenon observation. Cultivating students’ observational power is the primary task of physics teaching and it is also one of the most basic goals of teaching. However, the traditional written test can not only fail to measure the completion of this task, but also difficult to test whether this goal is reached. In order to make up for this defect, we introduced the phenomenon observation into the written test. Before the test, select the content of the observed phenomenon as a test item and arrange it into the test paper. During the exam, teachers arrive to demonstrate, students