拉萨小学英语教学过程性评价的应用现状调查研究
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基础教育阶段英语课程总目标是培养学生综合语言运用能力,作为评价方式之一过程性评价有促进作用。过程性评价在小学英语教学中促进学生完善多元学习模式,促进学生自主学习。调查结果得出,拉萨小学英语教师在过程性评价中缺乏创新,评价力不高且评价方式单一。过程性评价对学生激励低,易形成学生参与度低和支持力不足、教师评价效果不明显等问题。针对此问题,文章提出提升教师评价水平、优化评价方式、提升评价效果等问题的解决策略,促进拉萨小学英语教学过程性评价方式的完善。
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