The tension between reality and the ideal - the development of relations based on the examination and the quality of primary and secondary test ideas to build.docVIP

 PAGE \* MERGEFORMAT 21 The tension between reality and the ideal - the development of relations based on the examination and the quality of primary and secondary test ideas to build Paper Keywords: quality of the development of tension in primary and secondary test the basic ideas Abstract: China’s primary and secondary school exams are very confusing situation, one of the reasons is the longer period of time has been on the examination and the quality of the relationship between the development of awareness of the existence of the following errors: not properly apply the dualistic way of thinking; the examination and misunderstanding of the nature of the quality of development; will be partially as a whole; a one-sided or too high, look at test functions. Examination and the quality of the development of both an important substantive linkages, but also has an important distinction, the relationship between them can be summarized as part of the tension between reality and the ideal relationship between successful. Based on this tension between the examination system to build the basic ideas include: establishment of panoramic vision of development; give full consideration to the validity of test system construction; attention and grasp the limitations of the examination. In recent years, the examination (the examination in this article refer to primary and secondary school examinations) has become the focus of widespread concern education issues. On the one hand, the examination of the criticism has really overwhelming, many of which also severely criticized the extreme; the other hand, there are many people trying to defend for the exams. In the heated debate, the examination has been an important fact as a continuation and development of the. The main theme of China’s current education reform is a quality education - there are a lot of literature and even explicitly proposed a change from ‘examination-oriented education to quality education in transition’