First, vertical design is carried out according to the main knowledge points. (that is, list the main points of teaching content)
This process includes:
1, list the main points. First of all, we should carefully analyze the teaching materials and find out the knowledge points in the teaching materials. Then list the key points, usually focusing on the newly taught and trained content.
2. Proportionality, that is, to determine the proportion of each type of points.
Second, design horizontally according to the ability level. (i.e. list of teaching objectives)
The process of horizontal design according to the ability level includes:
Competency requirements are listed step by step from left to right. Under normal circumstances, mathematics test papers are listed as four items, namely, understanding, comprehension, mastery and application.
Assign scores according to evaluation objectives. The proportion of comprehension and comprehension scores should be higher in the lower grades, and the proportion of application and mastery will gradually increase with the increase of grades.
Third, the total score of two-way design will be adjusted according to the content of each knowledge point.
Extended data:
Precautions:
1, the making of the two-way detailed list shall comply with the relevant provisions of the course syllabus and examination syllabus. The selection of assessment knowledge content should meet the requirements of teaching syllabus (examination syllabus), and the scope of examination questions should cover all the contents of the course. Attention should be paid to coverage, and key contents should be selected. The time limit is 120 minutes for middle school students to answer.
2. In the two-way subdivision, the "evaluation knowledge points" to be evaluated for students in the test paper must be arranged according to chapters; The number of test knowledge points in the two-way list must be consistent with the number of knowledge points involved in the test paper.
3. Two-way subdivision should be in accordance with the requirements of the examination standards, and the questions of memory and understanding should be controlled within 60%, so as to avoid the questions of simply assessing the memory level.
4. The types of questions should be reasonably selected according to the characteristics of the examination course and the purpose of the examination, such as fill-in-the-blank questions, multiple-choice questions, solution questions, proof questions and comprehensive application questions. The collocation of subjective and objective questions in a test paper should be reasonable and the number of questions should be moderate.
5. In the columns corresponding to different "ability levels" and different "question types" in the two-way breakdown table, the scores of each assessment knowledge point in the test paper should be filled in. You can't simply mark "∨", and you can't fill in the question number and number.
6. "Class hour ratio" refers to the percentage of teaching hours in this chapter in the teaching process. The percentage of this distribution is not only the proportion of teaching time and energy distribution, but also the basis of the number of test questions, test time and score distribution. Teachers should pay attention to the proportion of class hours in the two-way subdivision, which is equivalent to the allocation of class hours in the syllabus and subtotals in each chapter.