重视“过程”中的作业设计——“古代文学”过程性评价教学思考与实践  

Taking Great Importance to the Assignment Layout during its “Process”:Considerations and Practice on the Process Evaluation During “Ancient Literature” Teaching

作　　者：李春丽[1] LI Chun-li(School of Chinese Language and Literature,Baotou Teachers College Baotou 014030)

机构地区：[1]包头师范学院文学院,内蒙古包头014030

出　　处：《阴山学刊》2018年第4期104-107,共4页Yinshan Academic Journal

基　　金：包头师范学院教改重点项目"增强学生自主意识提高学生人文素养--古代文学诗词教学的改革与实践"(BSJG15Z004-1)阶段性研究成果

摘　　要：过程性评价是一种深层次的教学思路变革,核心内涵是引导和激发学生学习的主动性。过程性评价与教学活动相始终,它本身即内在于教学过程之中,不是外在于教学过程的另一类活动。因此,过程性评价中学生学习任务的设计是"过程"的重中之重。古代文学课程过程性评价教学中,对学生作业做出四个维度的设计:读作品、做年表、看地图、理线索,通过"评价"使其内在于教学过程并与教学一起生成了教学价值。Process evaluation is a deep reform of teaching thinking, the core connotation is to guide and stimu- late the students＇ learning initiative. The evaluation keeps company with the whole process of instruction. Process evaluation is contained in the instruction process rather than the outside of it. Therefore the design process of evalu- ation is the priority in the students learning tasks. The process evaluation of ancient literature course makes four di- mensions of layouts for students＇ assignment： reading works, making chronology, observing map, analyzing clues. The ＂process＂ is contained in the process of instruction and generates teaching values together with instruction.

关 键 词：过程性评价 作业设计 古代文学 

分 类 号：G642.4[文化科学—高等教育学]