期刊信息
- 刊名： 河北师范大学学报（教育科学版）Journal of Hebei Normal University (Educational Science Edition)
- 主办： 河北师范大学
- ISSN： 1009-413X
- CN： 13-1286/G
- 教育部名栏入选期刊
- 全国中文核心期刊
- CSSCI扩展版来源期刊
- AMI综合评价（A刊）核心期刊
- RCCSE中国核心学术期刊
- 全国高校特色栏目社科学报
- 中国人民大学“复印报刊资料”重要转载来源期刊
- 全国高校权威社科期刊
An analysis of the current assessment pattern of classroom instruction
摘要/Abstract
摘要：
现行课堂教学评价模式追求客观化、数量化，意在使课堂教学评价更趋科学。而深入研究课堂教学评价实践，却发现现行课堂教学评价模式在评价观、评价方式、评价内容、评价过程等方面存在许多非客观的及不确定因素，影响了课堂教学评价的科学性。因此，有必要改进现行课堂教学评价模式，突破现行模式的一元化状态，向多元化模式发展。
Abstract：
The current assessment pattern of classroom instruction emphasizes objectiveness and quantitativeness, which are believed to be scientific. However, a careful study of the practice in utilizing this pattern has revealed that there are many unscientific aspects in it, such as subjectiveness and uncertainty. So this pattern has to be further improved with the unified assessment turning into a multipolar one.