摘要
传统的评课内容主要是基于对课堂教学结构的分析,围绕着教学目的、教学内容、教学方法、教学效果、教师素养等课堂教学要素的评价来构建的。它体现的是以教师为中心,以学科知识为中心,看重的是教师课堂教学中的活劳动投入。随着素质教育的深入和“一切为了学生的发展”教学理念的贯彻,评课内容必须着眼于课堂教学的整体最优,必须关注学生课堂学习的表现及其效果,必须重视现代化教学手段在课堂教学中的运用,必须兼顾不同类型、不同形式的课堂教学评价的特殊要求。
Based on the analysis of classroom teaching structure, the traditional classroom teaching assessment focuses on teaching objectives, teaching contents, teaching methods, teaching effectiveness, as well as teacher＇s competence. Teacher-centered and subject-centered, it emphasizes the teacher＇s input of brainwork. With the further development of competence-oriented education and the implementation of the notion ＂all is for the development of students＂, the classroom teaching assessment should concentrate on the optimizing of the whole classroom teaching, the students＇ class performance and learning effects, the application of modern teaching equipments to classroom teaching, and meet special demands of different assessment types and patterns.
出处
《西南交通大学学报（社会科学版）》
2005年第5期67-70,共4页
Journal of Southwest Jiaotong University(Social Sciences)
关键词
课堂教学
评价
标准
classroom teaching
assessment
criteria
