数学课堂教学本真性评价之省思  

On the Authenticity of Evaluation of Mathematics Classroom Teaching

作　　者：潘小明[1] 

机构地区：[1]泰州师范高等专科学校,江苏泰州225300

出　　处：《教育与教学研究》2013年第2期88-91,共4页Education and Teaching Research

基　　金：江苏省教育科学"十二五"规划课题"义务教育阶段数学有效教学的深化研究"(编号:D/2011/01/109)

摘　　要：在现实的数学课堂教学评价实践中,教学被异化为评价而不是为了数学课堂教学本身。数学课堂教学评价不能只重"评"的形式而忽视"价"的本质,本真的数学课堂教学评价的价值在于促进学生和教师经由数学教学活动获得发展,它应当是为了数学课堂教学,而不是为了评价本身。本真的数学课堂教学评价不仅基于对数学课堂作为教学基本形式所具有一般课堂性质的正确理解,而且要基于对数学课堂作为数学学科教学实践活动所具有特殊课堂性质的深刻领会。应当重视在数学课堂教学中数学活动这个特殊学科背景意蕴下构建数学课堂教学评价的本真内涵。In the practice of mathematics classroom teaching evaluation, teaching is dissimilated for the evaluation and not for the mathematics classroom teaching itself. Mathematics classroom teaching evaluation can not only pay attention to the ＂judge＂ form and ignore the ＂price＂ of the essence. The essence of value of mathematics classroom teaching evaluation lies in the promotion of the development of students and teachers by matheInatics teaching activities; it should be in the classroom teaching of mathematics, and not to the evaluation itself. The es- sence of mathematics classroom teaching evaluation should be based on the deep understanding of mathematics classroom which has the special nature of mathematics teaching practice. We should pay attention to the special subject background of mathematical activities and construct the true connotation of mathematics classroom teaching evaluation.

关 键 词：数学课堂 教学评价 异化现象 返璞归真 数学活动 

分 类 号：G633.6[文化科学—教育学]