语文评价的困境及改进思路管窥

发布时间：2017-12-27 15:03

本文关键词：语文评价的困境及改进思路管窥　出处：《语文建设》2017年25期 　论文类型：期刊论文

【摘要】：正一、语文评价分类及现状教育评价是对教育现象中的人物或事物进行价值判断。教育评价的对象涉及整个教育领域,不仅包括学生、教师、行政人员、校长,还包括学校管理、教育课程、教育计划、教育质量、领导素质、办学条件、办学水平等。[1]在语文学科内部讨论评价,应该包括对课堂、教师、学生的评价,但重点往往指对学生语文学科素养达到程度的评价。传统的评价主要采取笔试的形式,突出选择和鉴定功能,将学生的学业
[Abstract]:In the first place, the classification of Chinese evaluation and the evaluation of the current situation education are the value judgments of the characters or things in the educational phenomenon. The object of educational evaluation involves the whole field of education, including not only students, teachers, administrators, principals, but also school management, education curriculum, educational plan, educational quality, leadership quality, school running conditions and school running level. [1]'s discussion and evaluation in Chinese discipline should include the evaluation of classroom, teachers and students, but the emphasis often refers to the evaluation of students' accomplishment of Chinese subject. The traditional evaluation mainly takes the form of written examination, highlighting the function of selection and identification, and the study of students.
【作者单位】：上海市静安区教育学院;
【分类号】：G633.3
【正文快照】： 一、语文评价分类及现状试是定量评价的主要形式。评价探究能力。[2]因此,评价主体和评教育评价是对教育现象中的按照阶段可分为诊断性评价、形价形式的多样化、评价标准的多人物或事物进行价值判断。教育成性评价和终结性评价(如中高元化、注重评价的激励功能等,是评价的对象

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