| 情境适应性课堂教学评价 |
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| 引用本文： | 张瑞,朱德全.情境适应性课堂教学评价[J].教育理论与实践,2011(13). |
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| 作者姓名： | 张瑞 朱德全 |
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| 作者单位： | 广西师范学院教科院;西南大学教育学院; |
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| 摘 要： | 情境适应性课堂教学评价集中体现了现代教育评价理念,克服了当前教学评价存在的去背景化、去时间化、去个性化和去整体化现象,彰显了评价的境遇性与真实性、及时性与连续性、个体性与整体性。根据教学目标、教学内容和迁移类型的不同,教学情境可分为全开放性、半开放性和非开放性教学情境,而不同的教学情境需要不同的评价方式,因此,课堂教学评价也相应地可以分为非开放性、半开放性和全开放性情境适应性评价。
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| 关 键 词： | 课堂教学评价 情境适应性 教学情境 |
Context-Adaptive Classroom Teaching Assessment |
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| ZHANG Rui,ZHU De-quan.Context-Adaptive Classroom Teaching Assessment[J].Theory and Practice of Education,2011(13). |
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| Authors: | ZHANG Rui ZHU De-quan |
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| Institution: | ZHANG Rui1,ZHU De-quan2(1.College of Education Science,Guangxi Teachers Education University,2.College of Education,Southwest University) |
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| Abstract: | Context-adaptive classroom teaching assessment centrally reflects the modern education evaluation concepts.It abandons the phenomena of de-background,de-time,de-personalization and de-integration existing in the teaching assessment.Instead,it reveals characteristics of situation and truth,promptness and continuation,personalization and integration.According to different teaching goals,teaching contents and transfer types,teaching situations can be divided into the totally opened,half opened and non-opened s... |
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| Keywords: | classroom teaching assessment context-adaptive teaching situation |
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