小学科学课教学中过程性评价的尝试和思考  

Experiment and Reflection on Formative Assessment in Science Teaching of Primary Schools

作　　者：高霞[1] 吕佩桢[2] 

机构地区：[1]淄博师范高等专科学校附属小学,山东淄博255100 [2]淄博师范高等专科学校艺体系,山东淄博255100

出　　处：《淄博师专学报》2008年第3期9-14,共6页Journal of Zibo Normal College

摘　　要：小学科学教学中的评价是小学科学教育体系中的一个基本反馈机制,当代的小学科学教育评价更多地使用过程性评价。在小学科学教学实践过程中,我们尝试从课前准备(材料准备和收集材料)、课堂探究、小组合作、课后拓展等方面对学生的学习过程进行评价。以本校四年级一个班学生(以过程性评价为主)与本校同年级的其他班级(以终结性评价为主)对比,我们发现学生的学习态度和学习效果因评价方式的不同而呈现较大差异。The assessment in science teaching of primary schools is a basic feedback system in the science education system of primary schools. Our current science education assessment of primary schools chooses to use Formative Assessment. In the process of science teaching, we attempt to assess students from the preparations before lessons （the preparation of materials and collection of materials）, exploration in the classroom, cooperation of groups and experiments after class. From the contrast between one class of Grade Four （use Formative Assessment） and other classes of Grade Four （use Summentive Assessment）, we find out there are great differences in students＇ learning attitudes and learning effects owing to the different assessment methods.

关 键 词：小学 科学课 教学 过程性评价 

分 类 号：G623.1[文化科学—教育学]