Chapter 3 describes the school practices of teaching portfolio assessment in our country, mainly including two cases.
第三部分介绍了我国教师教学档案袋评价的实践案例，主要包括了两所学校的实践。
Chapter 2 summarizes the teaching portfolio assessment, including its concept and history the way of creating and evaluating.
第二部分对教师教学档案袋做了概述，包括它的的内涵和历史、创建方法以及评价方法。
The process of peer evaluation includes the selection and training of teacher-evaluators, classroom observation, teaching portfolio assessment and peer conferences.
同行评价过程包括教师评价员的选择与培训、课堂教学观察、教学档案袋审阅、教师同伴讨论等重要环节。
Teaching portfolio assessment as one of professional development model of teacher assessment, was created in such a background that teachers have been required to be reflective practitioners.
教师教学档案袋评价作为发展性教师评价的一种方式，是在教育要求教师成为反思性实践者这样的背景下应运而生的。
Under the influence of constructivist theory and the theory of multiple intelligence assessment, the electronic portfolio began to be widely applied in teaching and become an important auxiliary tool.
在建构主义理论、多元智能评价理论的影响下，电子档案袋开始在教学中得到广泛应用，并成为重要的辅助工具。
So far, few experiment reports on implementing portfolio assessment in teaching English writing in junior middle school have been published.
有关档案袋评价在初中英语写作教学中的应用研究报告极少见有发表。
The sixth chapter gives the application experiment and the effect of electronic learning portfolio assessment on computer teaching and then draws an experimental conclusion.
第六部分是写电子学档评价在计算机教学中的应用实验及效果，并得出实验结论。
Through analysis of portfolio assessment method in the application of elementary mathematics, I try to find the problems in the teaching practice and search the causes of which.
分析了档案袋评价方法在小学数学教学中的应用情况，并借此来分析小学数学档案袋评价在使用中出现的问题及其原因。
Through analysis of portfolio assessment method in the application of elementary mathematics, I try to find the problems in the teaching practice and search the causes of which.
分析了档案袋评价方法在小学数学教学中的应用情况，并借此来分析小学数学档案袋评价在使用中出现的问题及其原因。
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