摘要
课堂教学有效性评价标准建构不仅关系到教学理论自身的价值作用和教学有效性评价的实施,而且直接影响着师生的课堂教学行为和教学质量。针对当前我国课堂教学评价标准中存在的“以教论教”等缺陷,本文以现代有效教学和以生为本理念为指导,建构了“三维十项”生本化课堂教学有效性评价标准,并主张在实践中运用学科测验、问卷调查、观察与会谈等方法进行课堂教学有效性评价。
The construction of evaluation criterion for the effectiveness of classroom instruction not only involves the roles of the values of teaching theories themselves and the implementation of the evaluation for teaehing effectiveness, but also directly affects the teaching behaviors and teaching quality of teachers and students. Aiming at solving the problem of "evaluating instruction by means of instruction" in the evaluation criterion for classroom instruction in China and under the guidance of the modern effective teaching and the "student-oriented" ideology, this Daper constructs the evaluation criterion for the effectiveness of classroom instruction, including "Three Dimensions and Ten Items", and asserts that effective teaching evaluation should be implemented through scientific testing, questionnaire surveys, observation and interviews in practice.
出处
《课程.教材.教法》
CSSCI
北大核心
2011年第7期15-20,共6页
Curriculum,Teaching Material and Method
关键词
课堂教学
教学评价
教学有效性
评价标准
classioom instruction
teaching evaluation
effectiveness of teaching
evaluation criterion