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传统的数学学习评价多是对学习数量(how much)的考核,较少关注学生的学习质量(how well)。教师通常会比较关注学生做对几道题,得到多少分,而在对学生答案进行评价时只是对他们所回答的一系列知识点的数量进行累加而已,很少体察学生认知能力发展水平和思维发展状况[1]。这种只考查知识点而不能很好地考查学生能力的评价方式很难为改进数学教学提供有用信息,很难真正促进学生学科能力的实质性发展,多数情况下是在充当"筛
The traditional assessment of mathematics learning is mostly how much assessment, less concerned about the quality of the students’ learning. Teachers usually pay more attention to how many points students get when they make a few questions. When evaluating students ’answers, they only accumulate a series of knowledge points they answer, and they rarely observe the level of development of students’ cognitive ability Thinking of the development [1]. This kind of assessment method that only examines knowledge points and fails to examine students ’abilities is very difficult to provide useful information for improving math teaching. It is hard to really promote the substantive development of students’ academic abilities. In most cases,