生本化课堂教学有效性评价标准建构与实施方法  

The Construction of the Evaluation Criterion for the Effectiveness of Classroom Instruction and Its Operational Methods

作　　者：宋秋前[1] 齐晶莹 

机构地区：[1]浙江海洋学院教师教育中心 [2]浙江省定海二中,浙江舟山316000

出　　处：《课程．教材．教法》2011年第7期15-20,共6页Curriculum，Teaching Material and Method

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.

关 键 词：课堂教学 教学评价 教学有效性 评价标准 

分 类 号：G42[文化科学—课程与教学论]