小学英语“教—学—评”一体化的实践与思考
被引量：2
摘要
作为有效教学的基本原理,“教—学—评”一体化要求教师的教、学生的学、课堂的评是一致的。这要求教师在课堂教学中,回答好“为什么教”“教什么”“怎样教”和“教到什么程度”四个问题。
出处
《江苏教育》
2022年第73期16-18,22,共4页
二级参考文献15
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共引文献747
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1左华全,魏敏,席向东.中小学教学评一体化操作模式的关键要素探析——以“235”课堂教学实施为例[J].教育科学论坛,2024(19):5-10. 被引量：1
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2李继志.“双新”背景下初中语文“教-学-评”一致性的实践策略[J].教育科学论坛,2024(17):9-12.
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3邱刚田,冯之刚,刘光文,匡世国,冯之桃.基于课程标准的“教学评一致性”区域开展的调查报告[J].教育科学论坛,2020,0(17):64-68. 被引量：5
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4程耿.教学评一体化视域下的高中政治复习策略[J].中学政治教学参考,2024(9):63-65. 被引量：1
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5徐文菊,李胜永.素养为本的教学思考和设计[J].中学生数理化（教与学）,2020,0(6):86-87.
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6何丽红.推进“教学评一致性”区域作业改革的“减负”效应[J].浙江考试,2022(4):16-19. 被引量：1
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7刘建军.浅谈高中英语“教—学—评”一体化下的作业设计[J].英语广场（学术研究）,2021(21):131-133. 被引量：4
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8缪润华.深度学习下核心素养导向的教学模型构建——以历史与社会综合探究四教学设计为例[J].学园,2020(15):99-100.
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9宋雪琴.教学评一致性:旨在语文课堂提高高中生的思辨力[J].新课程导学,2023(25):24-27.
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10赵岚.基于教学评一致性的初中英语阅读教学设计与实施[J].新课程导学,2023(5):40-43. 被引量：2
