To try to capture all that which contributes to deadweight loss under the verbal rubric of “ transaction costs ” weakens a useful concept without gaining understanding of incompleteness of markets , asymmetries of information , and insusceptibilities of various technologies to decentralized pricing algorithms 试图把资源浪费的所有因数用语言归结为交易成本，只能削弱而非增进对有用概念的理解：包括市场缺失、信息不对称、技术壁垒、和分权的定价算法。
Through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method ; it is reliable to use rubric , which should be design according to specific learning content , to carry through the processive learning assessment on the whole ; the processive learning assessment including the assessing content such as knowledge and skill , process and method , sensibility , attitude and view of value , adapts to use self - assessment relatively ; in order to assure the reliability of assessing each other , we should keep the learning teams consistent with the assessing teams ; teachers are not proper to assess their students " sensibility , attitude and view of value which is internal ; research on the design of learning journal should be reinforced , and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content ; it is capable for teachers to make qualitative assessment on student ' s learning process ; parents assessment does n ' t adapt to use qualitative method completely ; the improper work - dividing of assessors and the occasion of assessment will influence the operation of assessment ; when deciding to explain and utilize the assessing result , we should differentiate two kinds of the processive learning assessment strictly 研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。
Teach - nology . com offers teachers free access to 19 , 000 lesson plans , 5 , 600 printable worksheets , over 200 , 000 reviewed web sites , rubrics , educational games , teaching tips , advice from expert teachers , current education news , teacher downloads , web quests , and teacher tools for creating exciting classroom instruction 此网站提供英语教师19000个教案， 5600个工作表，超过200000个网页，文章章节，教学游戏，教学妙方，专家学者的建议，教育新闻，线上下载，网页搜寻，教师工具等。
Be like : below hypothesis err of this piece of proof : borrow : production charge 1000 borrows : method of bank deposit 1000 one , rubric corrects : borrow : production charge 1000 ( rubric ) borrow : bank deposit 1000 ( rubric ) at the same time : borrow : overhead expenses 1000 borrows : method of bank deposit 1000 2 , la zi corrects : borrow : bank deposit 1000 borrows : production charge 1000 at the same time : borrow : overhead expenses 1000 borrows : general approval use rubric develops my individual of bank deposit 1000 annul 如：假设下面这张凭证做错了：借：制造费用1000贷：银行存款1000方法一、红字更正：借：制造费用1000 （红字）贷：银行存款1000 （红字）同时：借：治理费用1000贷：银行存款1000方法二、蓝字更正：借：银行存款1000贷：制造费用1000同时：借：治理费用1000贷：银行存款1000我个人一般赞同使用红字冲销。
And it also should suit the different learning content , students " age characteristics and the conditions of the school , including the reality of the resource state , economic ability , teachers and students " technical ability , environment for use , etc . the general procedures of the informatizational instructional design mainly include " analyze the learners " , " design stage - learning goals " , " design the learning tasks and questions " , " design the learning process " , " design the learning environment " , " design the learning resource " , " design the rubric of learning evaluation " , " evaluation and amendment " 信息化教学方式的选择要符合教学的目的，为达到不同的教学目的，其教学方式也会有所不同;各门学科的特点不同，适合各学科的信息化教学方式会有所区别;要切合学习的内容，不同的学习内容也会对信息化教学方式有不同的要求;要切合学生的年龄特征、学业基础水平等的实际;要切合学校自身的条件，包括资源状况、经济能力、师生技能、使用环境等实际。信息化教学设计的一般程序主要包括学习者分析、学习阶段目标设计、学习任务与问题设计、学习过程设计、学习资源设计、学习环境设计、学习评价量规设计、评价修订八个步骤。
Normally , before starting the teaching , teachers should establish the detailed evaluation rubric according to the tasks and the different levels of the completion of the tasks . in this way , students know what standard they should reach before they start to learn and they can also make self - evaluation during the course of learning . during the process of teaching , according to the students " information ability level , give them a short course to study the software needed and to train the basic ability of use intranet / internet 由于网络环境下的教学注重的是学生能力的发展，不是知识的获得，所以传统的评价方法不再适用，必须发展新的评价方法，比如学习契约、量规、范例展示和文件夹评价等， webquest的评价比较多的使用了量规，通常在教学开始之前，教师要根据给定学生的任务和学生完成任务的不同水平，制定出具体的评价量规，学生在开始学习之前就知道自己应该达到什么样的水平，在学习过程中可以经常对照评估表进行自评。
So based on domestic and international researching status , this paper designed a teaching - case study platform ? teaching - case knowledge management system by case - based reasoning ( cbr ) and the thoughts of knowledge management . there are two targets of this system : one is to realize the case search function by case - based reasoning , making teachers get the teaching - case they want with least limit , to realize the teaching - case knowledge transferring , transforming , sharing and innovating more efficiently . on the other hand , this paper introduced rubric as the teaching - case evaluation tool , the teachers could evaluate teaching - case themselves , each others , and also could help the expert evaluate the teaching - case . by this platform , during the study of teaching - case , teachers wisdom will come forth , teaching tacit knowledge will be improved . thus , making use of teaching - case knowledge management system could reduce the short of persons qualified to teach for the teachers flow , could settle the pass problem about teaching experience and educational resource , enhance teachers working performance , enhance the makings and competition ability of the whole team of teachers 该系统有两个目标:一方面运用案例推理技术实现案例的检索功能,最大限度地方便教师获取他们所需的教学案例知识,更有效地实现案例知识的传递、转化、共享和创新;另一方面,本文引入量规作为教学案例的评价工具,既可以实现教师自评、互评,还可以辅助专家对教学案例的评价。通过该平台,教师在教学案例研究过程中,通过对教学案例知识剖析和反思,教学实践智慧不断涌现,教师自身的隐性教学知识不断提升。所以,利用教学案例知识管理系统,可以有效减少由于人员流动造成的师资匮乏,并解决由于人员流动而产生的教学经验、教育资源的传承问题,提高教师工作绩效,进而提升整个教师团队的素质与竞争力。
