班级：       学科：       执教：      

A级指标  赋值  B级指标  赋值  标准  得分        

A1           20  问题设计有层次，能兼顾学生差异                               4  B级指标分优良中差四等，依次取4、3、2、1计分  4  3  2  1

学生                                                                                              

参与                                                                                              

指数                                                                                              

               独学有反馈、对学有落实、群学讲效率                             4                         4  3  2  1

               课堂展示机会均等，譬如随机抽样、轮流展示等                         4                         4  3  2  1

               小组合作学习能形成“我们”的“共识”                            4                         4  3  2  1

               实施课堂“团队”评价，不用“个体”替代“团队”                       4                         4  3  2  1

A2           20  学习目标兼顾“三维”，并做到恰当、具体、可测                        4                         4  3  2  1

流程                                                                                              

落实                                                                                              

指数                                                                                              

               自主学习坚持系统学、学系统，一气呵成，不分解学程，不以教代学                4                         4  3  2  1

               课堂展示大集中，一展到底。任务分配有序，学习内容全覆盖，脱稿展示有互动，展示形式灵活多样  4                         4  3  2  1

               点拨升华充分利用课堂展示资源，进行资源比较、系统、规范、点拨、升华             4                         4  3  2  1

               课堂作业设计兼顾差异，限时当堂完成，当堂反馈                        4                         4  3  2  1