摘要
以SOLO分类为基础的学生学习质量评价,将教育目标表述为对学生学习能力的要求,以测验的方式了解学生解决问题时表现出的认知发展水平。它不局限于考察学生掌握知识的量和类型,而是重视评价学生学习效果的质量。SOLO分类用结构特征解释学生对问题的五种结构反应,通过学生的反应与教师预设的教学目标的比较,分析影响学生学习效果的因素,为教师改进教学提供依据,帮助不同认知水平的学生在他们自身的基础上提高。
The assessment of students＇ learning quality based on SOLO taxonomy describes education objective as the requirements for students＇ learning ability and finds out the students＇ cognitive development levels showed in the process of solving problems through testing. It doesn＇t confine to the testing of how much and what kinds of knowledge students have mastered, but puts an emphasis on the assessment of students＇ learning quality. SOLO taxonomy explains students＇ five structure responses to problems with structure characteristics. Comparing students＇ responses with teachers＇ teaching objective, we can analyze the factors that affect students learning effects, and provide grounds for teachers to improve their teaching, and to help students at different cognitive levels to get improved on their present basis.
出处
《教育学报》
北大核心
2005年第4期41-45,共5页
Journal of Educational Studies
关键词
SOLO分类
结构反应
学习质量评价
SOLO Taxonomy
structure response
assessment of learning quality
