learning assessment造句
例句与造句
- the fourth chapter : designing learning assessment
第四章，设计学习评价。 - designing and developing on e-portfolio for web-learning assessment
网络学习评价型电子学档的设计与开发 - analysis on the present situation and its improvement of network learning assessment
网络学习评价现状分析与改进 - the rational thinking about the teaching and learning assessment at promoting students'development
关于发展性教学评价的理性思考 - at last, the article reflects rationally on how to gurarantee the effectiveness of learning assessment in integrative science curriculum
最后，本文对学业评定的效用保证问题作了理性的思考。 - It's difficult to find learning assessment in a sentence. 用learning assessment造句挺难的
- how can integrative science curriculum exerts the function that cultivates students ’ science literacy by means of learning assessment
学生学业评定如何才能从价值取向上实现综合科学课程的这一目标？ - basing on the multiple comprehension of the processive learning assessment, we designed, implemented and verified an action project
基于对过程性学习评价的多维理解，我们设计、实施并检验了行动方案。 - 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
过程性学习评价可以从五个维度来理解：评价的价值取向、评价发生的时间、评价发生的空间、评价指向的内容以及评价使用的方法。 - 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
在第一节宏观地介绍了学习评价，其中包括对传统教学评价的反思与发展，相关名词的界定，以及学习评价的特点等。 - 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
在第一节宏观地介绍了学习评价，其中包括对传统教学评价的反思与发展，相关名词的界定，以及学习评价的特点等。 - 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
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。 - 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
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。 - 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
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。 - 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
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。 - 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
本研究采用行动研究法，通过与一线教师建立实质性的合作关系，共同探索过程性学习评价的实施策略，其中要重点解决如何选择评价工具、由谁来承担评价、如何组织评价过程、如何解释与利用评价的结果等一系列策略性的问题。
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