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1994年高中生物学将开始实施会考制度,为了适应会考工作的需要,必须尽早地制定高中生物学会考目标及评价方案。我认为,会考目标及评价方案作为指导会考工作的具体行为准则,它的制定是以高中生物教学大纲为依据的,因为大纲中规定的教学内容范围决定着会考内容的广度,大纲中规定的教学目标决定着会考试题的深度。正因为如此,高中生物学会考目标主要是建立在知识和能力这两个基础上的。港、澳、台和国外的中学生物学早已实行会考制度,会考目标中对能力层次的界定,皆源于布卢姆及同事们撰写的《教育目标分类学》。把学生的认知行为依次划分为:知识、领会、应用、分析、综合和评价六个层次。由国家教委颁发的九年义务制教育的中
In 1994, senior high school biology will begin to implement the system of examinations. In order to meet the needs of the examinations, we must formulate the objectives and evaluation programs for the high school biology examinations as soon as possible. In my opinion, the examination objectives and evaluation program as guidelines for the conduct of the specific conduct of the exam, which is based on the formulation of high school biology teaching outline, because the outline of the content of the teaching content determines the breadth of the content of the examination, the outline of teaching Goals determine the depth of exam questions. Because of this, the objectives of the high school biology examination are mainly based on both knowledge and ability. Hong Kong, Macao, Taiwan and abroad in the secondary school biology has long been the implementation of the exam system, the examination objectives of the level of competence are defined, both from Bloom and colleagues wrote the “target classification of education.” The cognitive behavior of students in turn is divided into: knowledge, understanding, application, analysis, synthesis and evaluation of six levels. Nine-year compulsory education issued by the State Board of Education