初中语文口语交际教学多元评价研究——以山西康杰中学为例

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1、目录摘要······························································································································IAbstract··························································································································II一、问题的提出·············

2、····································································································1（一）研究背景··········································································································1（二）研究目的·····························································

3、·············································3（三）研究思路··········································································································4（四）研究方法··········································································································5二、口语交际教学多

4、元评价的概念界定············································································6（一）口语交际教学评价···························································································6（二）口语交际教学的多元评价主体·······································································10三、口语交际

5、教学多元评价的依据··················································································13（一）《义务教育语文课程标准（2011年版）》·······················································13（二）初中语文教材·································································································15（三

6、）小结················································································································18四、康杰中学口语交际教学评价的现状调查···································································20（一）实例讨论·······································································

7、·································20（二）教师访谈········································································································24（三）成效与不足·····································································································26（四）小结···················

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