教师如何实施课堂教学评价  

How Teachers Carry Out Classroom instruction Evaluation

作　　者：莫景祺[1] 

机构地区：[1]教育部基础教育课程教材发展中心

出　　处：《课程．教材．教法》2008年第11期14-18,58,共6页Curriculum，Teaching Material and Method

摘　　要：树立正确的教学观和评价观是实施课堂教学评价的前提。教学评价与教学活动是一个不可分割的有机整体。当前，教学评价改革面临着三大主题：由单一目标向多维目标转变；由单一主体向多元主体转变；由单一方法向多样方法转变。这三大主题应该成为教师实施课堂教学评价改革的关键。实施课堂教学评价的目的是诊断和改进教学，因此，要特别重视对评价结果的解释和运用。The premise for carrying out classroom instruction evaluation is holding a correct view on instruction as well as on evaluation. Evaluation of classroom instruction and instructional activities are taken as an integral whole. Currently, the reform of the evaluation of classroom instruction is undergoing three changes, that is, from a unitary goal to a multidimensional goal, from a single subject to a pluralistic subject, and from single method to various methods. All those changes should be embodied as key issues for teachers in the reform of evaluation of classroom instruction. Classroom instruction evaluation aims at diagnosis and improvement of teaching. Thus, special attention should be given to the interpretation and use of evaluation results.

关 键 词：教师 课堂教学 教学评价 

分 类 号：G42[文化科学—课程与教学论]