论文部分内容阅读
传统的数学学习评价更多采用量化方式,利用纸笔测试考核学生,将学生的学习过程简单量化为一个个数字,忽视了对学生学习过程的关注。对于学困生而言,他们常产生怀疑和挫败感,渴望得到教师的鼓励。因此教师要引导学困生认清自身拥有的优势并对之充满自信,渐渐改变自卑心理,引导学困生改变“我不能学好数学”的自卑观念。因而,教师应当关注对学困生数学学习的过程性评价,发挥多元化评价方式的激励功能和反馈功能。
The traditional mathematics learning evaluation more quantitative methods, the use of paper and pencil test assessment students, the student learning process is simply quantified as a number, ignoring the students learning process concerns. For poor students, they often have the suspicion and frustration, longing for the teacher’s encouragement. Therefore, teachers should guide students with learning difficulties to recognize their own advantages and have full confidence, and gradually change the inferiority complex, guide students to learn to change “I can not learn mathematics,” the concept of inferiority. Therefore, teachers should pay close attention to process evaluation of students learning hardship mathematics, to play a diversified evaluation of incentives and feedback functions.