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课改以来我们已经在评价上迈出了一大步。评价目的上,淡化甄别选拔,强化了导向与激励功能;评价主体上,建立了教师、同学、家长、自评多元主体评价的格局;评价方式上,采取了过程性评价与终结性评价、纸笔测试和口头测试相结合的方式;内容上,从相对单一的知识与能力角度,拓展到过程与方法,情感态度与价值观等等,语文监测评价这条路上,我们正前进。但是再读课标,放眼世界,我们对现在的监测还需要冷静反思。评价当显实践性特征2011版语文课程标准再次明确强调语文是实践性很强的学科,语文就是要学习语言文字的运用。
We have taken a big step forward in the evaluation since the curriculum reform. Evaluation purpose, dilute the screening and selection, and strengthen the orientation and motivation function; evaluation of the main body, the establishment of teachers, students, parents, self-assessment multiple subject evaluation pattern; evaluation methods, the process of evaluation and the terminal evaluation, paper Pen test and verbal test in a combination of ways; content, from a relatively single point of view of knowledge and ability, extended to the process and methods, emotional attitudes and values, etc., language monitoring and evaluation of this road, we are moving forward. However, re-reading the standard, look to the world, we need to calmly monitor the current review. Evaluation of practical features when the 2011 version of the Chinese language curriculum once again clearly stressed that language is a very practical discipline, the language is to learn the use of language.