What are the main problems existing in the current curriculum evaluation of basic education in China and the reform focus of the new curriculum evaluation? Since the mid-1980s, China's basic education has carried out a series of reforms and attempts in education evaluation. For example: pay attention to the process of students' development and put forward formative evaluation; Pay attention to the development of students' comprehensive quality, and put forward comprehensive academic ability examination and comprehensive quality evaluation; And try to cancel the percentage of primary school exams and implement a grading system. Some areas have also tried sub-items and classified tests, and added reform measures such as oral test and interview to the simple paper-and-pencil test. Some areas have also tried to explore teachers' self-evaluation and students' evaluation of teaching. These beneficial explorations and attempts have achieved some valuable results and played a positive role in promoting the development of basic education evaluation in China. However, most of these explorations are shallow, microscopic and scattered attempts, and have not fundamentally changed the main problems existing in the evaluation of basic education in China. At present, the main problems existing in the evaluation of basic education in China are: the evaluation content still relies too much on subject knowledge, especially the knowledge in textbooks, while ignoring the examination of practical ability, innovative spirit, psychological quality, mood, attitude and habits; (2) The evaluation criteria still place too much emphasis on commonness and general trend, ignoring the value of individual differences and individualized development; (3) The traditional paper-and-pencil test is still the main evaluation method, and it still relies too much on quantitative results, but rarely adopts qualitative evaluation means and methods that reflect new evaluation ideas; (4) The evaluation subject is still in a passive position, and there is basically no interactive evaluation mode in which teachers, parents, students and managers participate; (E) The focus of evaluation still pays too much attention to the results, ignoring the progress and efforts of the assessed in various periods, failing to form a real formative evaluation and giving full play to the function of evaluation in promoting development. These problems are not in line with the characteristics of the current development of educational evaluation, but also a huge obstacle to the curriculum reform of basic education in China. Therefore, it is necessary to carry out educational evaluation reform under the guidance of the new curriculum, so as to provide a solid foundation and guarantee for promoting the curriculum reform of basic education. The new curriculum puts forward the following key points of educational evaluation reform. First, the focus of student evaluation reform 1. Establish an index system to evaluate students' all-round development. Not only pay attention to students' academic performance, but also discover and develop students' potential in many aspects. The evaluation index system includes students' academic learning goals and general development goals, such as students' development in moral quality, learning desire and ability, communication and cooperation, personality and emotion, innovative consciousness and practical ability. The overall development goal is achieved by combining with the subject learning goal. 2. Pay attention to flexible and open qualitative evaluation methods, rather than relying only on paper-and-pencil exams as a means to collect evidence of students' development. That is to say, we should pay attention to the process evaluation, find out the needs of students' development in time, help students know themselves, build up self-confidence, and stimulate internal development motivation, so as to promote students' development at the original level and realize individual value. 3. Examination is just a way for students to evaluate. It is necessary to organically combine examinations with other evaluation methods, such as an open qualitative evaluation method, to comprehensively describe students' development. Changing the paper-and-pencil test is the only test method. According to the purpose, nature and object of the examination, we should choose flexible and diverse examination methods and strengthen the examination of students' ability and quality. It is necessary to change the practice of paying too much attention to scores and simply classifying students according to the test results, analyze, explain and suggest the test results, and form encouraging improvement opinions or suggestions to promote students' development and reduce their pressure. Second, the focus of teacher evaluation reform 1. Break the traditional practice of judging teachers' work performance only by students' academic performance and establish an evaluation index system to promote teachers' continuous improvement. Including teachers' professional ethics, understanding and respect for students, teaching implementation and design, communication and reflection. On the one hand, teachers' work performance is evaluated by students' all-round development, on the other hand, teachers' professional growth and needs are concerned. Establishing the evaluation index system to promote teachers' continuous progress is the basis of the developmental teacher evaluation system. 2. Emphasize self-evaluation to improve teachers' reflective ability in education and teaching, advocate the establishment of a teacher evaluation system involving teachers, students, parents and managers, and reflect multi-channel information feedback. On the one hand, strengthen the management and monitoring of teachers' work through the expansion of evaluation subjects; On the other hand, it aims to develop teachers' self-monitoring and self-reflection ability and attach importance to teachers' subjective position in self-education and self-development. In addition, teachers' self-evaluation is decoupled from rewards and punishments. 3. Break the traditional classroom teaching evaluation model that pays attention to teachers' behavior and ignores students' participation in the learning process, and establish a developmental classroom teaching evaluation model based on learning. That is, the focus of classroom teaching evaluation turns to students' behavior, emotional experience, process participation, knowledge acquisition, communication and cooperation in the classroom, not just the specific performance of teachers in the teaching process, so that teachers' teaching can truly serve students' learning. This change has undoubtedly brought great impact on the redefinition of teachers' teaching ability and the management of school teaching work.