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1982年6月1日,读小学二年级的我第一次走上讲台接受班主任颁发的写有“积极分子”的奖状。我与“三好学生”无缘,她却没有让我边缘化。30年前上讲台领奖的那一幕仍历历在目,那份夜不能寐的激动绵延至今,那个充满智慧的班主任由此让我铭记终生。最重要的是,在我为人师后,“积极分子”孕育的最初的育人理念伴随我一路成长,我也没有把与“三好学生”无缘的学生边缘化。多年来,我国的教育评价尤其是学生评价,重在实现评价的甄别功能与选拔功能,而忽视了评价的最主要的功能——教育功能。而“三好学生”评选的功能不能仅停留于激
On June 1, 1982, for the first time in my second year of primary school, I took the podium for the first time to receive the certificate of “activist” issued by the class teacher. I missed the “Miyoshi students”, but she did not let me marginalized. Thirty years ago, the stage to accept the award of the scene is still vividly recorded, share the excitement of the night sleep soundly so far, the wise teacher who let me remember the whole life. Most important of all, after I became a teacher, the original idea of educating people with “activists” grew up along with me and I did not marginalize students who missed out on “Miyoshi students.” Over the years, China’s education evaluation, especially student evaluation, focuses on achieving the screening function and selection function of evaluation, while neglecting the most important function of evaluation - education function. And “Sanhao students ” selection of functions can not only stay in shock