2. What are the similarities and differences between the evaluation points or principles of the two courses? The two curriculum standards put forward the contents and objectives of curriculum evaluation from different angles. The Curriculum Standard of Morality and Life mainly puts forward suggestions on the evaluation of contents and objectives from three aspects: First, "combining unit themes with children's personality characteristics". This course is based on the feature that unit theme is the basic learning form. It requires that the contents and objectives of the evaluation should pay attention to the combination of generality and individuality, and that "attention should be paid to the common goal that all children should achieve, and to the unique performance and different advantages of different children on this theme". Second, "not only pay attention to the integrity of objectives and contents, but also pay attention to and highlight key points", which requires that the evaluation of different types of activities should pay attention to the integrity and key points of objectives and not engage in egalitarianism. The third is "combining preset goals with generating activities". What is emphasized here is that the process and developmental evaluation course mainly evaluates the performance of students in all aspects of the learning process, and the specific contents are as follows: (1) Learning attitude. Including the attitude of students to actively participate in and complete learning tasks in the learning process. (2) Learning ability and methods. Including the ability to observe, explore, think, express, collect, sort out and analyze information in learning, and the ability to cooperate with others to complete learning tasks. (3) learning results. The quality and progress of completing learning tasks. Although the two curriculum standards put forward the evaluation objectives and contents from different angles, they both highlight the important evaluation concept, that is, evaluation is for children's growth and development, and evaluation should pay attention to diversity, process, development and difference.
To correctly understand the design idea of standard goal-oriented content, we must first think about the purpose of the course. In other words, we offer physical education and health courses in order to let students develop in what ways. We will choose content that is beneficial to students' development; We don't choose content that is not conducive to students' development or has no obvious effect. The design idea of "Standard" is this: Everything is for the development of students. The development of students is the goal of our teaching. Therefore, the four learning objectives (including twelve small aspects) stipulated in the standard are all considered from the aspects of students' physical and mental development, and are also extracted from the basic laws of our physical education learning. "Standard" requires goal-oriented content, that is, teachers are required to first determine a corresponding learning goal that students can easily achieve from the characteristics of students' physical and mental development, including students' learning interests and cognitive laws, characteristics of physical development, laws of physical quality and skills formation, and sensitive periods of physical quality and skills development. This is the meaning covered by the concept of "recent development period" in discipline theory. The so-called "short-term development period" means that the goal can be achieved through moderate efforts. According to this goal, we will choose the corresponding learning content. We have teachers who are always used to what to teach before class and how to teach, but they are not clear about the relationship between goals and content. There are also some teachers who don't know the theoretical concept of goal-oriented content, but in teaching, they first consider what students of this age are suitable for learning, and then consider what to teach and how to teach. In fact, they are designing teaching with the idea of goal-oriented content. Driven by the curriculum reform, these teachers are unconsciously or passively following the idea of guiding content with goals. What they lack is the corresponding theoretical study. In the current curriculum reform, we also find that many teachers are good at learning and thinking, and actively apply the spirit of Curriculum Standards to classroom teaching, and the teaching ideas of goal-oriented content are very clear.
In order to realize the goal-oriented content in teaching, we should first consider determining the learning goal according to the students' physical and mental development, and also consider how to deal with the problem of goal-oriented content. When the learning objectives are determined, the choice of learning content and learning methods can be unified and standardized, and can also be flexible and diverse. According to the whole teaching plan, this unit is basketball teaching, which may be 8 hours, 10 hours or even more. The study hours are determined according to the rules of different classes of students learning basketball skills. For example, for the students in Grade One, we may train them how to abide by the rules and regulations in basketball, which may take a lot of time. Some teachers may practice collectively, standardize students' basketball movements and rules, and cultivate their discipline and spirit of unity and cooperation. Some teachers can also use other methods. In such a large teaching unit as basketball teaching, teachers can adopt what kind of teaching contents and methods according to their learning objectives, give full play to their strengths and advantages, and achieve the best teaching effect.
1. The diagnosis function and adjustment function are mainly reflected by understanding and discovering students' learning and development, and the adjustment function is mainly reflected by reflection and improvement based on diagnosis results. Evaluation includes the diagnosis of curriculum implementation, the implementation of curriculum objectives, the quality and level of students' learning, achievements and needs, existing problems, etc., which provide clues for teachers to find the teaching crux, provide basis for teachers to choose teaching strategies, and make targeted substantive adjustments to teaching priorities and teaching progress. Evaluation first has these two functions.
2. Strengthen functions and educational functions
The strengthening function is to respect and encourage development, and the educational function is to reflect, hint and guide. The evaluation of moral and life, moral and social courses is based on students' original foundation, respecting students' personality characteristics and emphasizing the developmental evaluation based on encouragement. Because of the encouragement and positive evaluation of students' academic achievements, suggestions for improvement are put forward to make the evaluation have positive educational significance, strengthen students' achievements in the course, and make students more clear about their own shortcomings and areas that need to be worked hard. It can be seen that evaluation itself has an educational function and contributes to the realization of curriculum objectives. Case 1: Know my body and protect my body. Evaluation requirements: (1) Tell me your height and weight, and explain where you know it. (2) Introduce some ways to protect your body with actions and words. (3) Tell me what changes you have made and share your feelings with your classmates. In the process of evaluation, we found that most students can fill in their height and weight correctly, but how did they know? Most students know their answers by asking their parents. From this evaluation, it can be reflected that during the whole unit learning process, the teacher did not organize "weighing" activities to let children experience and feel their physical changes. The role of such evaluation is: on the one hand, let teachers see their own shortcomings in teaching and students' lack of experience; On the other hand, it also makes students feel something in the process of evaluation, which urges students not only to know the result of height and weight, but also to pay attention to the process of their own growth and change, and feel happy for their growth, thus helping them to truly appreciate the quality of cherishing life and developing health consciousness in the next learning activities. Evaluation helps teachers to understand their students and whether their teaching methods are appropriate and effective, thus providing a basis for improving teaching. For students, evaluation can help them re-understand themselves, re-understand or even deepen their understanding of what they have learned, pay attention to the phenomena and problems that they have neglected, and re-explore and learn. Teachers must attach importance to evaluation aimed at promoting students' development, regard evaluation as an inseparable part of teaching, develop some evaluation methods and means, and give full play to the function of evaluation. 5. What are the evaluation methods of morality and life, morality and society? What are the similarities and differences between them?
A: In the curriculum standards of Morality and Life and Morality and Society, the diversification of evaluation methods is put forward and several evaluation methods are listed. The curriculum standard of Morality and Life puts forward five evaluation methods. (1) observation. Teachers observe and record children's performances in activities, such as children's behaviors, emotions, operations and activities, so as to comprehensively evaluate children. (2) interview. Teachers get information about children's development and understand the changes of children's thoughts and feelings through various forms of conversation with children. (3) Questionnaire survey. Teachers design questionnaires, organize children to answer questionnaires, and obtain information about children's development. (4) Evaluation of growth information package. Collect all kinds of data in the process of children's growth with the help of growth kit or activity record book. (5) Analysis of children's works. Through the analysis of children's works and activities, we can understand the process and development of children's activities. Curriculum standards also specifically put forward: "It should be noted that different evaluation methods have different functions and functions. In order to avoid the limitation of methods, we should pay attention to the comprehensive application in the moral and social curriculum standards in the evaluation implementation, and also emphasize the diversity of evaluation methods, and mainly put forward five evaluation methods. (1) observation record. Teachers observe and record students' emotions, attitudes and abilities in their daily study. (2) Descriptive comments. On the basis of full communication with students, teachers write comments on students' learning attitude and performance for a period of time, and encourage students to consolidate progress, correct deficiencies and continue to work hard. (3) Level evaluation. According to the basic requirements of this standard, based on the knowledge and skills objectives of the school year and the unit, the evaluation is carried out by means of paper-and-pencil tests and examinations. This course does not exclude paper-and-pencil examination, but it opposes rote memorization of knowledge or deliberate pursuit of difficulty, as well as the practice of measuring students' moral character with test papers. (4) Evaluation of works. Show and exchange the works produced by students' surveys, interviews, data collection and other activities, and evaluate them jointly by teachers and students. (5) Students' self-evaluation and mutual evaluation. Teachers guide and help students to evaluate their own and their peers' performance and achievements in learning, and encourage students to reflect on themselves, learn from each other and promote each other. Although the two curriculum standards have different dimensions in enumerating methods, they actually have a lot in common. Such as "observation" and "work evaluation". Another example is the "descriptive evaluation" of moral and social curriculum standards, which is actually consistent with the qualitative evaluation spirit emphasized by moral and life curriculum standards. The concept of "students' self-evaluation and mutual evaluation" in moral and social curriculum standards is consistent with the concept of multiple evaluation subjects in moral and life curriculum standards. Generally speaking, both curriculum standards focus on performance evaluation, that is, on students' natural behavior in the learning process. The proposal of "Moral and Social Curriculum Standard" does not exclude paper-and-pencil examination, but opposes rote knowledge examination or deliberate pursuit of difficulty. Paper-and-pencil test and performance evaluation have their own advantages and disadvantages. For example, the paper-and-pencil test seems relatively simple, fair and easy to operate, but it obtains more factual knowledge statement information, so it is easy to lead to the tendency of attaching importance to knowledge, memorizing knowledge and testing knowledge in specific teaching implementation and evaluation. Classroom teaching seems to be very efficient, and students will get high marks in exams. However, the evaluation of students' values, emotional attitudes and behavior habits. Performance evaluation focuses on the evaluation of students' learning process and learning results, and its realization methods are various, which also leads to the diversity and flexibility of students' learning methods. At the same time, the dimensions of evaluation are more multi-faceted, multi-dimensional, including not only the evaluation of knowledge mastery, but also the multi-dimensional evaluation of students' thinking level, social inquiry ability, emotion, attitude and values, so it is more conducive to students' development and higher income. The characteristics of comprehensiveness, authenticity and development are more obvious, and such evaluation means and methods can better guide students to develop in the study of this subject and realize the overall goal of the course.