CAJ | 학술논문

行动导向教学倡导通过行动来学习和为了行动而学习，即“做中学”。传统的终结性评价已经不能适应行动导向教学法的需求，过程性评价应运而生。过程性评价采取目标与过程并重的价值取向，对学习的效果和过程进行全面的评价，对学生的学习质量水平做出判断，肯定成绩，找出问题，促进学生对学习的过程进行积极的反思，从而更好地把握学习方式方法。
행동도향교학창도통과행동래학습화위료행동이학습，즉“주중학”。전통적종결성평개이경불능괄응행동도향교학법적수구，과정성평개응운이생。과정성평개채취목표여과정병중적개치취향，대학습적효과화과정진행전면적평개，대학생적학습질량수평주출판단，긍정성적，조출문제，촉진학생대학습적과정진행적겁적반사，종이경호지파악학습방식방법。
To learn through the action and to learn for the action ,also known as”learning by doing” ,is proposed in action-oriented teaching theory .The traditional summative assess-ment can not meet the requirement of action-oriented teaching mode ,thus processing evalua-tion method emerges as the times require .Processing evaluation not only focuses on learning objectives but also on the learning process ,and makes all-round assessment on students’ learning results and learning process ,so as to make judgment on students’ learning quality , confirm achievements and point out problems ,helping students to look back on their learning process so that they can master learning method better .