中英
1
formative evaluation中文是什么意思
- 中文翻譯
- 造句
- 形成性評價
- 形成性評鑒
- 形成性評量
- 形式性評量
- formative adj. 1.形成的，構成的。 2.造型的。 3.【語法 ...
- evaluation n. 1.估價，評價。 2.【數(shù)學】賦值，值的計算。
- formative measurement and evaluation 形成性測量與評價
- formative quality evaluation 程式化質量評估
- formative adj. 1.形成的，構成的。 2.造型的。 3.【語法】構詞(用)的。 a formative period 發(fā)育期。 the formative arts 造型藝術。 formative technique 造形[型]技術，造形[型]工藝。 n. 構詞要素〔指詞首、詞尾等， ＝ formative element〕； 用構詞要素構成的詞。
- formative art 造型藝術
- formative arts 造型藝術
- formative assessment 形成性測試; 形成性評估; 形成性評價; 形成性評量
- formative blastomere 成形分裂球; 成形裂球
- formative cell 【動物；動物學】形成細胞，毛原細胞。
- formative discharge 遷床流量
- formative education 啟蒙教育; 養(yǎng)成教育
- formative factor 形成因素
- formative gear 型成齒輪; 形成齒輪
- formative movement 形態(tài)發(fā)生運動
- formative osteitis 骨質增生性骨炎, 致密性骨炎, 硬化性骨炎
- formative period 【生物學】形成期。
- formative process 形態(tài)形成過程
- formative purpose 形成性目的
- formative radius 成形半徑; 形成半徑
- formative region 形成區(qū)
- formative stage 成型階段
- formative substance 成形物質
- formative technology 造型工藝; 造形工藝
- formative test 形成性測試; 形成性測驗; 形成性考試; 形式性測試
- With the comparison on the use of both formative evaluation and summative assessment in college english teaching , the advantages of formative evaluation is dealt with
通過對比兩種不同的教學評價方式重結果的終結性評估和關注學習過程、關注學習行為的形成性評估，闡述了形成性評估的優(yōu)越性。 - Experimental teaching base on the other - evaluation , it been separated to formative evaluation and summative evaluation . building the concrete and measure elements , experimental evaluation recording tables
實驗教學評價以他評為基本形式，以自評為輔助形式，分為形成性評價和終結性評價兩種基本模式。 - The writer collects the feedbacks on teaching activity through the following ways : the formative evaluation of teacher , inter - evaluation among students , self - evaluation of students and the final evaluation ( the mark of entrance exam )
采取教師對學生的形成性評價、學生之間的相互評價、學生的自我評價、終結性評價、訪談等途徑收集師生對教學活動的反饋意見。 - From the viewpoint of evaluation theory , this system has two characteristics : one is " to emphasize school self - evaluation with combination of school inspection " ; the other is " to emphasize formative evaluation with combination of summative evaluation "
從評價學的角度來看，這一體系具有兩個特點，一是以自我評價為主，外部督導與學校自評相結合；二是以形成性評價為主，形成性評價與總結性評價相結合。 - The essay deeply analyzes the elementary theory of the developing teacher - assess system and points out its intrinsic essence and basic principle , goes into the base in theory which consists of 5 respects and finally makes the comparison between the developing teacher assess and present - day teacher assess . the developing teacher assess system , with the purpose of the promotion , is a kind of formative evaluation which is based on the aim , stresses the process and the timely feedback . it does not consider the result of the assess as the base of prize or reproach . its direction is to face the future , its aim is to promote the all - round development of all staffs , its function is centered on the lead - in , inspiration , development , and its means is the formative teacher evaluation . it pays special attention to the desire of teachers and esteem the requirement of teachers as its motive and power of the assessment . however , the present teacher assess is the closed - ending one whose feature is mainly to stress the daily performance before the evaluation and accordingly judge whether they possess the conditions of being rewarded or reproached
其方向? ?面對未來，目的? ?促進全體教師的發(fā)展，功能? ?導向、激勵、發(fā)展為主，方式? ?形成性的教師評價制度，在啟動方式上注重教師自己的成就期望，把教師的需要當作評價的動機和力量。而現(xiàn)行的教師評價是終結性評價，其特點主要是面向過去，特別注重教師在評價前的工作表現(xiàn)，并根據(jù)教師的工作表現(xiàn)，判斷他們是否已經(jīng)具備獎勵或處罰的條件。為了全面了解現(xiàn)行教師評價制度存在的問題，做到有的放矢，本研究對濟南市156名高中教師進行了調(diào)查，通過分析反映出以下問題： 1 、大多數(shù)教師對教師評價認識不清，引不起全體教師的共鳴，容易走過場。 - For the formative evaluation , study portfolios were set up for each subject in forms of self - evaluation , collaborative - evaluation , and teacher - directed evaluation . summative evaluation was carried out in the form of oral post - test with peng qigui ' s test as its main instrument . the conversations were recorded by microphone into tapes and the amount of the use of the communicative strategies was counted , by which communication strategy competence was measured
策略訓練的效果以形成性和終結性兩種評價形式進行，形成性評價采用建立學生學習檔案，以自評，互評和師評三種方式定期進行；終結性評價以實驗后測試的形式，采用彭啟貴( 2000 )為測試工具，將交際內(nèi)容錄音，整理，統(tǒng)計并評價交際效率。 - This instructional design draws its model and principle from a variety of disciplines : learning theory , systems theory , communications theory , and instructional theory . its major content involves the following component : front - end analysis , clarifying instructional objective , writing evaluation test questions , designing instructional strategy , writing instructional solution , formative evaluation of systematic instructional design , and revising instruction
這種教學設計是以學習理論、系統(tǒng)論、傳播理論和教學理論為基礎，運用系統(tǒng)方法進行教學設計的理論和模式架構；系統(tǒng)教學設計的基本內(nèi)容包括前期分析，教學目標的闡明和評價試題的編制，教學策略的設計，教學設計方案的編制，系統(tǒng)教學設計的形成性評價，修改教學；最后，構建了以上述內(nèi)容為要素的系統(tǒng)教學設計模式。 - This paper analyses the existing major problems in traditional evaluation concepts , reestablishes the scientific and reasonable evaluation system of college pe course learning , poses to construct new evaluation methods through the formative evaluation , and causes the pe course learning to possess more leading functions to improve the students ' quality and ability , and possesses stronger operation nature
摘要分析傳統(tǒng)評價觀念存在的主要問題，重新構建高?？茖W、合理的體育課程學習評價體系，提出以形成性評價來建構新的評價方法，使體育課程的學習對在校大學生的素質和能力有更多的導向作用，并具有較強的可操作性。 - To settle the disadvantages of the learning evaluation system in chinese , this paper , on the basis of " compulsory national education curriculum standard of courses for chinese " , probes into some ideas , in the aspects of the relation between knowledge and abilities , procedure and method , affection and values ; in the fields of becoming literate , reading , writing , oral communication and comprehensive learning , which emphasize the process of chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects , evaluating programs and evaluating methods , fully exert the positive influence of the diagnostic , encouraging and feedback effect , in order to maximize the output and efficiently boost the development of students
單一的評價方法脫離了學生的心智發(fā)展，脫離了語文本身的文化屬性和審美屬性。語文課程評價的目的最終是為了促進學生語文素養(yǎng)的形成和發(fā)展。本文針對現(xiàn)行語文學習評價方法的局限性，以《全日制義務教育語文課程標準(實驗稿) 》為依據(jù)，從知識與能力、過程與方法、情感態(tài)度與價值觀等維度，對識字與寫字、閱讀、寫作、口語交際、綜合性學習五個方面，關注學生語文學習過程，在實踐中探求評價主體多元、項目多種和形式多樣的形成性評價方法，充分發(fā)揮評價的診斷、激勵、反饋等功能，有效地促進學生發(fā)展。 - The formative evaluation of ibdp highlights not only students ' thinking ability , but also their scientific attitude and scientific method , and their ability to cooperate and to integrate . the evaluation method of ibdp has greatly influenced the teaching process , and it should be used as reference for our new round of teaching reform
Ibdp的形成性評價方式不但重視對思維能力的考查，而且重視對學生科學態(tài)度，科學素質，科學精神，科學方法的考查以及合作精神，綜合能力，地理情感態(tài)度與價值觀等方面的進步與變化的考察， ibdp的評價方式對于教學過程產(chǎn)生了重大影響，這應該是我國進行新一輪教學改革值得借鑒之處。
- formative evaluationとは意味：形成的評価｛けいせい てき ひょうか｝
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