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评价是杠杆,是导向。《全日制义务教育小学科学课程标准》明确指出:科学课程是以培养学生科学素养为宗旨的科学启蒙课程。科学课程的评价既要关注学生学习的结果,又要关注他们学习的过程。课程评价指标应是多元的,要包括科学素养的各个方面;课程评价方法应是多样的;课程评价主体则应包括教师、学生、家长等。这说明科学教学评价已不是单纯由教师对学生的学业成绩进行分等排队的做法,新的评价理念势必引起评价主体、
Evaluation is leverage, is oriented. “Full-time compulsory education primary science curriculum standards” clearly states: science curriculum is to develop students scientific literacy for the purpose of scientific enlightenment courses. Evaluation of science curriculum should not only pay attention to the results of student learning, but also pay attention to the process of their learning. Curriculum evaluation indicators should be diverse, to include all aspects of scientific literacy; curriculum evaluation methods should be diverse; curriculum evaluation subjects should include teachers, students, parents and so on. This shows that the evaluation of science education is not simply a matter of ranking the students’ grades by the teachers. The new concept of assessment will inevitably lead to the evaluation of the subject,