| SOLO分类评价理论对高中历史教学的启示 |
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| 引用本文： | 张立功,王广生.SOLO分类评价理论对高中历史教学的启示[J].教育与教学研究,2014(9):120-123. |
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| 作者姓名： | 张立功 王广生 |
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| 作者单位： | 鹤岗市教师进修学院,黑龙江鹤岗154101 |
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| 摘 要： | SOLO分类评价理论作为一种质性评价方式,依据学生回答问题时的"学习表现"判定学生思维层次及学业水平。这种评价具有较强的可观察性与可操作性,在高中历史教学中具有广泛的应用前景。对于高中历史教学的启示在于:基于学情合理制定教学目标、围绕问题任务开展讨论探究进而转变教学方式、采取"加一"策略发挥评价导向与激励的作用。
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| 关 键 词： | SOLO分类评价理论 高中历史教学 历史思维能力 教学评价 |
Enlightenments from SOLO Classification Evaluation Theory to High School History Teaching |
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| Institution: | Zhang Li - gong ,Wang Guang- sheng (Hegang Teachers College, Hegang, Heilongjiang, 154101, China) |
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| Abstract: | SOLO is classified as a qualitative evaluation of the theoretical evaluation methods and based on ＂academic performance＂ when students answer questions to determine their thinking and aeadernie level. This evaluation has strong observahility and operability. The high school history teaching learning situation is based on objective and reasonable development of teaching, discussions around the mandate to explore further changes in teaching methods, take ＂plus one＂ strategy to play a guiding and evaluation role of incentives, This theory has wide application future. |
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| Keywords: | SOLO classification theory high school history teaching historical thinking ability teaching evaluation |
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