教学评价教育:基本认识与实施策略  

Education of Teaching Evaluation: Basics and Measures

作　　者：王恩军[1] 李如密[2] 

机构地区：[1]山东水利职业学院,山东日照276826 [2]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2016年第7期57-60,共4页Theory and Practice of Education

摘　　要：我国的教学评价重结果轻过程、重甄别轻发展的做法给学生带来了极大的负面影响,教学评价教育是缓解和消除评价带来的负能量的有效途径。教师作为教学评价教育的实施者必须树立正确的教学评价观。教学评价教育的内容主要包括知识教育、方法教育、态度教育三方面。从教学评价教育实施的时间维度来看,可分为入学初、学期初的教学评价教育,以考试为主要形式的教学评价教育以及表现性评价的教学评价教育。China＇s teaching evaluation emphasizes results rather than process and stresses discrimination rather than development, which has exerted an enormous passive influence on students. The education of teaching evaluation is an effective way to relieve and ease the passive energy from evaluation, and the teacher, the executor of teaching e- valuation, should have a correct view on teaching evaluation. The education of teaching evaluation includes such con- tents as knowledge education, method education and attitude education. And in terms of the time of its implementation, the education of teaching evaluation can be divided into three kinds： the one at the beginning of school entrance and at the beginning of the semester, the one based on examinations and the one assessing the performance.

关 键 词：教学评价教育 教学评价观 内容维度 时间维度 

分 类 号：G420[文化科学—课程与教学论]