learning assessment造句
例句與造句
- the fourth chapter : designing learning assessment
第四章，設(shè)計學(xué)習(xí)評價。 - designing and developing on e-portfolio for web-learning assessment
網(wǎng)絡(luò)學(xué)習(xí)評價型電子學(xué)檔的設(shè)計與開發(fā) - analysis on the present situation and its improvement of network learning assessment
網(wǎng)絡(luò)學(xué)習(xí)評價現(xiàn)狀分析與改進 - the rational thinking about the teaching and learning assessment at promoting students'development
關(guān)于發(fā)展性教學(xué)評價的理性思考 - at last, the article reflects rationally on how to gurarantee the effectiveness of learning assessment in integrative science curriculum
最后，本文對學(xué)業(yè)評定的效用保證問題作了理性的思考。 - It's difficult to find learning assessment in a sentence. 用learning assessment造句挺難的
- how can integrative science curriculum exerts the function that cultivates students ’ science literacy by means of learning assessment
學(xué)生學(xué)業(yè)評定如何才能從價值取向上實現(xiàn)綜合科學(xué)課程的這一目標？ - basing on the multiple comprehension of the processive learning assessment, we designed, implemented and verified an action project
基于對過程性學(xué)習(xí)評價的多維理解，我們設(shè)計、實施并檢驗了行動方案。 - the processive learning assessment can be understood from five dimensionality : the value tropism of assessment, the time of assessment, the space of assessment, the content of assessment and the method of assessment
過程性學(xué)習(xí)評價可以從五個維度來理解：評價的價值取向、評價發(fā)生的時間、評價發(fā)生的空間、評價指向的內(nèi)容以及評價使用的方法。 - the first part introduces learning assessment macroscopically, including the reflection on traditional instructional assessment and its development . the related terms and characteristics of learning assessment are also analyzed in this part
在第一節(jié)宏觀地介紹了學(xué)習(xí)評價，其中包括對傳統(tǒng)教學(xué)評價的反思與發(fā)展，相關(guān)名詞的界定，以及學(xué)習(xí)評價的特點等。 - the first part introduces learning assessment macroscopically, including the reflection on traditional instructional assessment and its development . the related terms and characteristics of learning assessment are also analyzed in this part
在第一節(jié)宏觀地介紹了學(xué)習(xí)評價，其中包括對傳統(tǒng)教學(xué)評價的反思與發(fā)展，相關(guān)名詞的界定，以及學(xué)習(xí)評價的特點等。 - through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究發(fā)現(xiàn)：過程性學(xué)習(xí)評價對于導(dǎo)向與促進學(xué)生掌握學(xué)習(xí)方法特別有用；使用評價量表進行過程性學(xué)習(xí)評價基本可靠，其設(shè)計要以每個具體的學(xué)習(xí)內(nèi)容為依據(jù)；包括知識技能、過程方法、情感態(tài)度價值觀等評價內(nèi)容的過程性學(xué)習(xí)評價比較適合采取自評；為了保證互評的可靠性，要保持學(xué)習(xí)小組與評價小組的一致；教師不適宜評價學(xué)生的情感態(tài)度價值觀這一類內(nèi)在的內(nèi)容；學(xué)習(xí)日志的研究設(shè)計有待加強，并且要根據(jù)學(xué)生的成熟程度和評價內(nèi)容的特點決定是否采用；教師對學(xué)生的學(xué)習(xí)過程給予質(zhì)性評語基本可行；家長評價不適宜采取完全質(zhì)性的評語方式；評價主體的分工以及評價的時機都會對評價的可操作性產(chǎn)生影響；在決定評價結(jié)果的解釋與利用時要嚴格區(qū)分兩種類型的過程性學(xué)習(xí)評價。 - through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究發(fā)現(xiàn)：過程性學(xué)習(xí)評價對于導(dǎo)向與促進學(xué)生掌握學(xué)習(xí)方法特別有用；使用評價量表進行過程性學(xué)習(xí)評價基本可靠，其設(shè)計要以每個具體的學(xué)習(xí)內(nèi)容為依據(jù)；包括知識技能、過程方法、情感態(tài)度價值觀等評價內(nèi)容的過程性學(xué)習(xí)評價比較適合采取自評；為了保證互評的可靠性，要保持學(xué)習(xí)小組與評價小組的一致；教師不適宜評價學(xué)生的情感態(tài)度價值觀這一類內(nèi)在的內(nèi)容；學(xué)習(xí)日志的研究設(shè)計有待加強，并且要根據(jù)學(xué)生的成熟程度和評價內(nèi)容的特點決定是否采用；教師對學(xué)生的學(xué)習(xí)過程給予質(zhì)性評語基本可行；家長評價不適宜采取完全質(zhì)性的評語方式；評價主體的分工以及評價的時機都會對評價的可操作性產(chǎn)生影響；在決定評價結(jié)果的解釋與利用時要嚴格區(qū)分兩種類型的過程性學(xué)習(xí)評價。 - through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究發(fā)現(xiàn)：過程性學(xué)習(xí)評價對于導(dǎo)向與促進學(xué)生掌握學(xué)習(xí)方法特別有用；使用評價量表進行過程性學(xué)習(xí)評價基本可靠，其設(shè)計要以每個具體的學(xué)習(xí)內(nèi)容為依據(jù)；包括知識技能、過程方法、情感態(tài)度價值觀等評價內(nèi)容的過程性學(xué)習(xí)評價比較適合采取自評；為了保證互評的可靠性，要保持學(xué)習(xí)小組與評價小組的一致；教師不適宜評價學(xué)生的情感態(tài)度價值觀這一類內(nèi)在的內(nèi)容；學(xué)習(xí)日志的研究設(shè)計有待加強，并且要根據(jù)學(xué)生的成熟程度和評價內(nèi)容的特點決定是否采用；教師對學(xué)生的學(xué)習(xí)過程給予質(zhì)性評語基本可行；家長評價不適宜采取完全質(zhì)性的評語方式；評價主體的分工以及評價的時機都會對評價的可操作性產(chǎn)生影響；在決定評價結(jié)果的解釋與利用時要嚴格區(qū)分兩種類型的過程性學(xué)習(xí)評價。 - through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究發(fā)現(xiàn)：過程性學(xué)習(xí)評價對于導(dǎo)向與促進學(xué)生掌握學(xué)習(xí)方法特別有用；使用評價量表進行過程性學(xué)習(xí)評價基本可靠，其設(shè)計要以每個具體的學(xué)習(xí)內(nèi)容為依據(jù)；包括知識技能、過程方法、情感態(tài)度價值觀等評價內(nèi)容的過程性學(xué)習(xí)評價比較適合采取自評；為了保證互評的可靠性，要保持學(xué)習(xí)小組與評價小組的一致；教師不適宜評價學(xué)生的情感態(tài)度價值觀這一類內(nèi)在的內(nèi)容；學(xué)習(xí)日志的研究設(shè)計有待加強，并且要根據(jù)學(xué)生的成熟程度和評價內(nèi)容的特點決定是否采用；教師對學(xué)生的學(xué)習(xí)過程給予質(zhì)性評語基本可行；家長評價不適宜采取完全質(zhì)性的評語方式；評價主體的分工以及評價的時機都會對評價的可操作性產(chǎn)生影響；在決定評價結(jié)果的解釋與利用時要嚴格區(qū)分兩種類型的過程性學(xué)習(xí)評價。 - this study adopted action research method to probe for the implemental strategies of the processive learning assessment through establishing substantive collaborative relation with the teachers, in which we should solve the strategic problems about how to select the assessment implements, who to assume the assessment, how to organize the assessment process and how to explain and utilize the assessment result
本研究采用行動研究法，通過與一線教師建立實質(zhì)性的合作關(guān)系，共同探索過程性學(xué)習(xí)評價的實施策略，其中要重點解決如何選擇評價工具、由誰來承擔評價、如何組織評價過程、如何解釋與利用評價的結(jié)果等一系列策略性的問題。
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