阐述单元表现性评价的内涵。分析核心素养导向下的单元表现性评价设计要求。以人教版(三年级起点)小学《英语》五年级(下)Unit 6 Work quietly单元教学中的表现性评价实践为例,探索如何在小学英语单元整体教学中运用表现性评价及任务,...阐述单元表现性评价的内涵。分析核心素养导向下的单元表现性评价设计要求。以人教版(三年级起点)小学《英语》五年级(下)Unit 6 Work quietly单元教学中的表现性评价实践为例,探索如何在小学英语单元整体教学中运用表现性评价及任务,促进学生学科核心素养的提升。指出在小学英语单元整体教学过程中,教师要围绕单元主题,充分整合教学资源,通过设计、运用与单元核心素养目标相一致的系列表现性任务及评价量规,使学生基于真实情境进行综合性、实践性学习并解决问题,提升学科核心素养。展开更多
A man gets into a train and sits beside a woman.Soon they begin talking to each other.He says toher,"Do you have a family?""Yes,I have one son."the woman answers."Oh, really?" says the ma...A man gets into a train and sits beside a woman.Soon they begin talking to each other.He says toher,"Do you have a family?""Yes,I have one son."the woman answers."Oh, really?" says the man,"Does he smoke?"展开更多
文摘阐述单元表现性评价的内涵。分析核心素养导向下的单元表现性评价设计要求。以人教版(三年级起点)小学《英语》五年级(下)Unit 6 Work quietly单元教学中的表现性评价实践为例,探索如何在小学英语单元整体教学中运用表现性评价及任务,促进学生学科核心素养的提升。指出在小学英语单元整体教学过程中,教师要围绕单元主题,充分整合教学资源,通过设计、运用与单元核心素养目标相一致的系列表现性任务及评价量规,使学生基于真实情境进行综合性、实践性学习并解决问题,提升学科核心素养。
文摘A man gets into a train and sits beside a woman.Soon they begin talking to each other.He says toher,"Do you have a family?""Yes,I have one son."the woman answers."Oh, really?" says the man,"Does he smoke?"
