第二部分介绍了发展性课堂教学评价的设计。
Part II introduced the development of classroom assessment design.
发展性课堂教学评价要摈弃形式主义与盲目量化；
The expansionary classroom instruction will abandon formalism and blind quantization when being appraised;
实施发展性课堂教学评价的方法是课堂观察法、问卷调查法、反思法。
Implementation of the development of the evaluation of classroom teaching is the classroom observation, the survey method, to reflect on the law.
发展性课堂教学评价是一个复杂的课题，它有待于我们对其进行更全面、深入的研究。
The appraisal of expansionary classroom instruction is a complicated subject; it awaits us and carries on more overall, deeper research on it.
第四部分是对发展性课堂教学评价实验的总结与反思，通过问卷和数据分析了实验的成果。
Part IV is on the development of classroom lessons and experiments on the evaluation through questionnaires and data analysis of the experimental results.
最后以高中化学课堂教学为例，揭示了发展性课堂教学评价如何对新课程目标的实现起了保障作用。
Finally, citing the case of senior middle school chemistry teaching, it is shown how developmental classroom teaching evaluation can assure achieving the new curriculum goal.
因此，对现行课堂教学中存在的弊端进行剖析，对发展性课堂教学进行理论研究，具有重要的理论价值和现实意义。
Therefore, it is of great theoretical value and practical significance to analyse the malady existing in the present class teaching and make a theoretical study of progressive class teaching.
中学语文课堂教学审美化的方案设计要遵循审美性原则、创造性原则、发展性原则和操作性原则。
The designing plan of the aesthetic education in Chinese class teaching is to follow the principles of aesthetics, creativity, development and operation.
中学语文课堂教学审美化的方案设计要遵循审美性原则、创造性原则、发展性原则和操作性原则。
The designing plan of the aesthetic education in Chinese class teaching is to follow the principles of aesthetics, creativity, development and operation.
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