积分制评价法在高校体育教学评价中的实施
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摘要
积分制评价法是建立在形成性评价的基础上,通过用积分累计的形式在体育教学过程中对学生学习水平进行定量化研究,并对可能出现的问题进行思考并寻求其解决方案,以探索更加适用于现代高校教学模式的评价方法。积分制评价可以凸显教育评价的激励功能,丰富教学评价的管理功能,激发学生的自我效能感,培养学生的全局观以及宽容、合作的品质,也有利于学生运动技能水平的提高。将积分制评价运用于高校体育教学评价具有必要性和可行性。
The point system evaluation method is established on the basis of formative evaluation. It quantifies the learning level of students in the process of physical education teaching by using the form of integral accumulation,and ponders the possible problems and seeks solutions,so as to explore the evaluation method that is more suitable for the teaching mode of modern colleges and universities. Points-based evaluation can highlight the incentive function of education evaluation,enrich the management function of teaching evaluation,stimulate the self-efficacy of students,cultivate the overall view of students and the quality of tolerance and cooperation,and also contribute to the improvement of students' sports skills. It is necessary and feasible to apply the point system evaluation to the physical education teaching evaluation in colleges and universities.
The point system evaluation method is established on the basis of formative evaluation. It quantifies the learning level of students in the process of physical education teaching by using the form of integral accumulation,and ponders the possible problems and seeks solutions,so as to explore the evaluation method that is more suitable for the teaching mode of modern colleges and universities. Points-based evaluation can highlight the incentive function of education evaluation,enrich the management function of teaching evaluation,stimulate the self-efficacy of students,cultivate the overall view of students and the quality of tolerance and cooperation,and also contribute to the improvement of students' sports skills. It is necessary and feasible to apply the point system evaluation to the physical education teaching evaluation in colleges and universities.
引文
[1]《全国普通高等学校体育课程教学指导纲要》[EB/OL]. 2002.
[2]付英伟.“课积分”纳入到高校体育教学考核中可行性分析[J].当代体育科技,2015(5):135-136.
[3]吕崇东.普通高校体育教学形成性评价体系改革与创新研究[J].运动,2014(17):81-82.
[4]冯蕴中.任冀军对体育教学中形成性评价的探讨[J].河北体育学院学报,2004(2):83-84.
[5]张德广.关于体育教学形成性评价的探讨[J]平原大学学报,2002(1):95-96.
[6]刘刚.焦国军体育教学形成性评价的特点与机能类型广州体育学院学报,2002(2):112-114.
[7]钟文正.陶行知体育思想对高校体育教学评价体系改革的启示[J].体育与科学,2008(5):90-92.
[8]王蓉.普通高校体育教学评价模型的构建与实证研究——以昆明市为例[D].昆明:云南师范大学,2016.
[9]张伟东,唐振宇.普通高校体育教学评价的理论研究[J].齐齐哈尔医学院学报,2008(15):1867-1868.
[10]高凌飙.过程性评价与理念的功能[J].华南师范大学学报,2004(6):102-106+113-160.
[11]林怡.高校课程学习过程性评价的实践研究[J].教育与教学研究,2015(1):89-92.
[2]付英伟.“课积分”纳入到高校体育教学考核中可行性分析[J].当代体育科技,2015(5):135-136.
[3]吕崇东.普通高校体育教学形成性评价体系改革与创新研究[J].运动,2014(17):81-82.
[4]冯蕴中.任冀军对体育教学中形成性评价的探讨[J].河北体育学院学报,2004(2):83-84.
[5]张德广.关于体育教学形成性评价的探讨[J]平原大学学报,2002(1):95-96.
[6]刘刚.焦国军体育教学形成性评价的特点与机能类型广州体育学院学报,2002(2):112-114.
[7]钟文正.陶行知体育思想对高校体育教学评价体系改革的启示[J].体育与科学,2008(5):90-92.
[8]王蓉.普通高校体育教学评价模型的构建与实证研究——以昆明市为例[D].昆明:云南师范大学,2016.
[9]张伟东,唐振宇.普通高校体育教学评价的理论研究[J].齐齐哈尔医学院学报,2008(15):1867-1868.
[10]高凌飙.过程性评价与理念的功能[J].华南师范大学学报,2004(6):102-106+113-160.
[11]林怡.高校课程学习过程性评价的实践研究[J].教育与教学研究,2015(1):89-92.