论文部分内容阅读
本文根据中职语文的功能属性及教与学的客观实际,综合运用建构主义、多元智能、有效教学、实用主义等经典理论,倡导重视中职学生语文综合素养的形成性教育及科学评价,关注学生课余生活及社会实践活动中学语用文所形成的各类成果,并灵活采用多种评价方法、各类评价形式进行客观评价,同时兼顾学生的学习过程、努力程度、发展趋势、学习感受、行为习惯、学习结果等诸要素,完整构建中职学生语文综合素养的评价模型,旨在全面、科学地评价学生的语文学业质量与成就,切实提升学生的语文综合能力与素养,为其日后顺利就业及职业生涯发展奠定坚实的基础。
Based on the functional attributes of secondary language teaching and the objective reality of teaching and learning, the paper applies the classical theories of constructivism, multiple intelligences, effective teaching and pragmatism to advocate the formative education and scientific evaluation that emphasizes the overall literacy of students in secondary vocational schools. Students ’extra-curricular activities and social practice activities, and adopts various evaluation methods flexibly and objectively evaluates all kinds of evaluation forms. At the same time, it takes into account the students’ learning process, efforts, development trends, learning experiences, Behavioral habits, learning outcomes and other elements to build a comprehensive evaluation model of Chinese comprehensive literacy of secondary vocational students, aiming to comprehensively and scientifically evaluate the quality and achievement of students’ Chinese learning, and to improve their overall Chinese language proficiency and literacy so that they can succeed in the future Employment and career development laid a solid foundation.