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在新课程改革的背景下,小学数学教学、学习与评价的有效结合成为了一个众人瞩目的重点课题,专家和教师都在不断地探究、实践和反思着。但在小学数学教学实践中,“教、学、评”之结合仍存在一些不容忽视的问题,例如分数量化的情况随处可见,教学评价的主要功能仍然是为了检验学生的学习成绩,并以此区分优等生和差等生;评价方式强调统一性,忽视学生的个性
In the context of the new curriculum reform, the effective combination of mathematics teaching, learning and evaluation in primary schools has become a key issue that people are noticing. Experts and teachers are constantly exploring, practicing and reflecting on it. However, in the practice of primary school mathematics teaching, there are still some problems which can not be ignored in the combination of “teaching, learning and evaluation”. For example, the situation of scoring quantification can be seen everywhere. The main function of teaching evaluation is still to test students’ academic performance, And in order to distinguish between excellent students and poor students; evaluation methods emphasize the unity, ignoring the personality of students