课程与教学论模拟试卷八（Theory of curriculum and instruction simulation paper eight）.docVIP

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课程与教学论模拟试卷八（Theory of curriculum and instruction simulation paper eight）.doc

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课程与教学论模拟试卷八（Theory of curriculum and instruction simulation paper eight）

课程与教学论模拟试卷八（Theory of curriculum and instruction simulation paper eight） A brief answer 1, brief description of formative assessment, summative evaluation, diagnostic evaluation of the meaning and purpose. Answer: the formative evaluation is evaluation in curriculum development or curriculum implementation is still in development or improve the process of procurement, its main purpose is to search for curriculum development and implementation of the various advantages and disadvantages of local information, to further revise and improve the basis. It is characterized by process, exploration and flexibility. Summative evaluation is the evaluation after the curriculum development or the implementation of the curriculum. The main purpose is to collect information and to make a comprehensive judgment of the effectiveness of the curriculum plan, As a basis for comparison between promotion adoption and different curriculum plans. Diagnostic evaluation is an assessment of the need or need to prepare for a state before the start of a program or teaching activity. The purpose of the evaluation is to plan the activity accordingly. 2, the purpose and basic characteristics of non directive teaching should be briefly described. The essence of non guided teaching is that students can express themselves freely and freely in a harmonious psychological atmosphere through self reflection and emotional experience. Finally, they can change themselves and realize themselves. Its basic features are as follows: (1) rely heavily on the internal drive of individual growth, health and adaptation, and adhere to the barriers to learning, growth and development. (2) emphasize emotional factors and emphasize the emotional aspects of the teaching situation, not the intellectual aspect. It requires Teaching should try to get into the students emotional world as much as possible, instead of interfering or reorganizing the students emotions with a rational approach. (3) the mood of the students at t