小学低年段无分数评价调查的研究.pdfVIP

一 垒垒堕竺! 一——————————————————————————————————————————————————————————————一—— Abstract Educational Evaluation has been the concern of the education sector,the evaluation as a means of education，with the ultimate aim should be to promote the development of students．However,due to the long-term’oriented education IS afleeted．the traditional educational evaluation score evaluation has become a usual pattern．When evaluating the merits of a student’s time，we are concerned about the academic perfbnnance of students，the scores as the sole criterion for the evaluation of students．This single evaluation methods produce a heavy academic pressure， hindering the overall development of students．No score evaluation occurs is the result of the growing dominance of the examination-oriented education educational disadvantages of deep reflection，and is looking for the essence of educational evaluation：to promote human development。 No scores evaluated by combing the literature found no scores to evaluate current research focuses on the evaluation system for the introduction of non。scores， and 1ess research on the evaluation ofthe implementation ofno scores．Therefore，this． studv evaluated the status of implementation never score in the actual teaching and research aspects of primary school teachers cut，in order to further understand the development of non—assessment scores and sustainability． This study selected a primary school in Nanjing for the study，the way to take the teacher interviews，expand research on teachers’evaluation scores without understanding．Survey results show that although teachers are not the views of the eValuation scores mixed，but all give different degrees of recognition of their evaluation of the concept，which shows no score in our evaluation of the possibility of its implementation，and how effective such a philosophy of education implement the specific evaluation process iS worth further exploration． Through evaluation of the implementation of the free fraction of