微反应在化学课堂情感态度与价值观目标评定中的应用  

Application of Micro-Expression in Evaluation of Students’ Affections-Attitudes-Values in Chemistry Classroom

作　　者：裴波[1] 莽奇 季春阳[1] 

机构地区：[1]哈尔滨师范大学教师教育学院

出　　处：《化学教育》2016年第15期13-17,共5页Chinese Journal of Chemical Education

基　　金：2013年黑龙江省高等教育教改工程项目(JG2013010353);2014年哈尔滨师范大学教改工程项目;哈尔滨师范大学社会科学预研项目(10JYTB19)

摘　　要：《普通高中化学课程标准（实验）》把情感、态度与价值观作为重要的教学目标提出来，并提出了相应的评定建议，但是没有一个具体的、客观的评定方式。人们内心的情感、态度与价值观在受到有效刺激时，可以通过外显的微反应表达出来。在化学课堂教学中，教师可以采用微反应来评定第3维目标的达成情况。在运用微反应评定时，要求教师具有敏锐的观察力、综合分析的能力和“一心二用”的能力，且按确定观察目的、制定观察记录表、观察记录、评定4个步骤进行。Senior High School Chemistry Curriculum Standard put forward that affections, attitudes and values were an important teaching goal as the third dimensional goal, and also put forward some suggestions on the corresponding evaluation, but not had a specific, objective evaluation methods. Affections, attitudes and values in people＇s hearts could be expressed by micro- expression after being effectively stimulated. In classroom teaching of chemistry, teachers could use the micro-expression to evaluate the achievement of the third dimensional goal. In the use of micro-expression evaluation, it required that teachers should have abilities of the sharp observa- tion, the comprehensive analysis and doing two things at one time, and it also required that teachers should adopt four steps including determining the purpose of observation, making obser- vation records, observing and recording, evaluation.

关 键 词：微反应 化学课堂 情感 态度与价值观 教学评定 

分 类 号：G633.8[文化科学—教育学]