1, moral education evaluation has not received due attention.

The importance of moral education evaluation is obvious, which not only helps relevant departments to understand the present situation and effect of school moral education activities, but also helps to further improve and strengthen school moral education. However, at present, moral education evaluation has not received due attention in China. This is mainly influenced by exam-oriented education. Because the current senior high school entrance examination and college entrance examination in China do not pay attention to the examination of students' moral character, the evaluation of running a school by the whole society mainly depends on students' academic performance and enrollment rate, and basically does not look at the moral education of the school. This has led to the relevant departments only paying attention to the evaluation of students' academic performance and ignoring the assessment of school moral education when evaluating the level of running a school. In some places, the relevant departments have basically not organized the school moral education evaluation, even if the school moral education evaluation is carried out occasionally, it is only a formality and has not played its due role. Moral education evaluation has not been paid due attention, which is an important reason for the low effectiveness of moral education in China at present.

2. The goal of evaluation is too high and abstract.

Moral education is ideal, and it is inspiring to put forward higher moral education goals. However, the goals of moral education in contemporary China are often too abstract, vague and unified, and there is a lack of proper hierarchy among them. Moreover, it does not conform to the reality of moral education of students and schools, and it is difficult to reflect the personality of school moral education and the ideological and moral characteristics of students. It is abstract rather than concrete. It is difficult to achieve the goal of strengthening standardized management and promoting the scientific development of school moral education by taking the objective of moral education that is divorced from reality and too abstract as the objective of school moral education evaluation.

3. The evaluation index system lacks scientificity and overemphasizes commonness and general trends.

The primary task of moral education evaluation is to establish a scientific evaluation index system. Because it has the function of baton, it directly affects the direction of running a school. It is a very complicated work to establish a scientific evaluation index system of school moral education. At present, there is a lack of in-depth and systematic research on what kind of school moral education evaluation index system is established in China, especially in the aspects of index system decomposition, index system weight determination, index grade design, index system inspection and verification. Therefore, China has not yet established a scientific and authoritative evaluation index system of school moral education. In recent years, relevant departments in some areas have formulated some index systems for moral education evaluation in universities, middle schools and primary schools. However, these index systems often overemphasize commonness and general trend, ignoring the value of individual differences and personality development. Using this imperfect index system to evaluate moral education, its effect and function are bound to be discounted.

4. The evaluation method is single and relies too much on quantitative results.

At present, the evaluation method of moral education in China is relatively simple, relying too much on quantitative results, and rarely adopting qualitative evaluation means and methods that reflect new evaluation concepts. The reason is that people worship science and blindly think that quantification is synonymous with objectivity, science, rigor and justice, so the pursuit of objectification and quantification has become the trend of educational evaluation. In fact, in today's comprehensive evaluation content, when describing and evaluating school moral education in a quantitative way, it presents rigid, simple and superficial characteristics, and the complicated school moral education is lost in a set of abstract data. Moreover, if quantitative evaluation simplifies complex moral education phenomena or only evaluates simple moral education phenomena, it will often lose the most meaningful and fundamental things in moral education. It may be easier to use quantitative evaluation method in moral education evaluation, but it may not necessarily reflect the situation of moral education in schools comprehensively and objectively.

5. The subject of evaluation is single, and the appraisee is in a negative evaluation position.

In traditional moral education, there is a view that human virtue is endowed by some external force, and this view of external determinism of virtue will inevitably give the power of moral education evaluation to the person's virtue decider. In the view of traditional moral education, rulers and their educational administrators on behalf of rulers have indisputable power to evaluate moral education. Because of this, for a long time, the main body of moral education evaluation in China is often the education administrative department or other institutions representing the government, and schools, teachers, students and parents generally have no right to self-evaluation. In this kind of evaluation, the evaluator and the appraisee basically play the roles of the manager and the managed, and most of the appraisees are in a passive position, lacking the necessary interaction between the evaluator and the appraisee, and most of the appraisees are in a passive state of having to accept the evaluation results, and there is no evaluation model in which evaluators, teachers, students, parents and other subjects participate and interact together.

6. Ignoring the evaluation of moral education process, there is no real formative evaluation.

At present, China's moral education evaluation pays more attention to the evaluation of the results of school moral education, which is often regarded as the end of school moral education, and pays attention to measuring the level of school moral education from the existing results. However, it does not attach great importance to the process evaluation of school moral education, ignores the progress and efforts of the evaluated people in various periods, lacks dynamic evaluation of school moral education, and fails to form a real formative evaluation. In short, static evaluation is emphasized and dynamic evaluation is ignored. This will not give full play to the role of evaluation in promoting development.

Second, measures to improve the quality of school moral education evaluation:

1. Improve the education evaluation system and promote the scientific development of moral education in schools.

At present, China's moral education evaluation has not received due attention. The fundamental reason is that the education system is not perfect, especially the education evaluation system is not perfect. To change this situation, we must deepen the reform of the education system, improve the education evaluation system, especially promote the reform of the senior high school entrance examination and the college entrance examination system, change the practice of evaluating the level of running a school with examination results and enrollment rate as the only criteria, take school moral education as an important part of evaluating the level of running a school, formulate school evaluation standards and implementation methods that meet the requirements of implementing quality education, and guide and encourage schools to increase their investment in moral education. The relevant departments should attach importance to the evaluation of school moral education, set up a special school moral education evaluation institution, strengthen the research of school moral education evaluation, formulate scientific evaluation methods, and promote the improvement of school moral education level.

2. Establish advanced moral education evaluation concepts and scientific moral education evaluation objectives.

Moral education evaluation is a double-edged sword. It can play both positive and negative roles. Especially when the evaluation idea, evaluation standard or evaluation process is unfair and unfair, it will have a greater negative effect. To improve the quality of moral education evaluation, we must establish the evaluation concept with quality education as the core, advocate the evaluation based on process and promote development, dilute the screening and diagnosis function of evaluation, and strive to promote the development and progress of the evaluated through evaluation. When evaluating school moral education, we should pay attention to comprehensive evaluation and individual differences, encourage school moral education to have its own characteristics, and take whether it is conducive to the optimal control of school moral education process, the improvement of school moral education efficiency and the enhancement of school moral education effect as the criterion to measure the evaluation quality of school moral education. In addition, the evaluation should not be limited to the absolute level of school moral education, but also depends on whether the school moral education is improved and whether the moral education level is improved, and attaches importance to the evaluation of the input and output efficiency of school moral education.

To improve the quality of school moral education evaluation, we must also establish scientific evaluation objectives. Under the new historical conditions, the goal of moral education evaluation should be based on reality, close to reality and higher than reality. Moral education evaluation should attach importance to both ideal orientation and realistic orientation, enrich evaluation objectives with the spirit of the times, and avoid hollowing out moral education evaluation.

3. Keep pace with the times and establish a scientific moral education evaluation index system.

Whether in theory or from practical experience and lessons, it is very important to establish a scientific evaluation index system of school moral education. Moral education evaluation should follow the law of moral education, ensure that the evaluation index system is based on scientific theories and methods according to educational theory, and at the same time consider the actual situation of the region and the evaluated person, and accurately grasp the connotation, function, structure and relationship of each index element in the evaluation system. The design of moral education evaluation index system must be based on moral education objectives and contents, and the scope and center of gravity of the evaluation index system should be determined according to its requirements.

At present, we should strengthen the research on the evaluation index system of moral education in primary and secondary schools, keep pace with the times and establish a scientific evaluation index system. We believe that the design of index system should follow the following principles: (1) Each index should be consistent with the assessment objectives; (2) The indicators are testable; (3) The indicators in the indicator system should be independent of each other; (4) The index system should be complete; (5) Indicators should be comparable; (6) All indicators are qualified.

In the process of establishing the evaluation index system, teachers, students, parents and other social members should be encouraged and allowed to actively participate and let them express their opinions and suggestions.

4. Adhere to the combination of qualitative evaluation and quantitative evaluation to realize diversification of evaluation methods.

The early moral education evaluation mainly adopts quantitative analysis methods such as measurement and statistics. This is an improvement compared with subjective evaluation in the past, which attaches importance to objective fairness and reduces subjective randomness. However, with the gradual expansion of moral education evaluation and the deepening of research, people feel more and more unable to fully quantify the phenomenon of moral education, because the school moral education evaluation is faced with a complex system, which is difficult to express with simple quantitative relations, not to mention that some moral education contents are difficult to quantify accurately, even if they are quantized, they are relatively accurate. In addition, many evaluation results used for functional diagnosis and improvement do not need to be completely quantified. Therefore, the evaluation of school moral education must proceed from reality, adopt different qualitative or quantitative methods for different evaluation objects, or combine qualitative and quantitative methods to reflect the evaluation objects more objectively.

Qualitative evaluation is a method to describe, explain and analyze the evaluation object in language based on impression and experience. Accurate qualitative evaluation can achieve penetration effect and accurately reflect the strengths, advantages and disadvantages of the evaluation object; Inaccurate qualitative evaluation is pale and powerless, which can not accurately reflect the characteristics, advantages and disadvantages of the evaluation object, resulting in inaccurate evaluation conclusions. Although quantitative evaluation has its limitations, it can avoid the randomness of qualitative evaluation. Therefore, combining qualitative evaluation with quantitative evaluation and adopting various evaluation methods will help to evaluate school moral education more objectively and accurately and promote the improvement of school moral education.

When evaluating school moral education, we can organically combine qualitative analysis methods such as questionnaire survey, observation and discussion with quantitative analysis methods such as measurement and statistics.

5. Adhere to the combination of participation and interaction, self-evaluation and other evaluations to realize the diversification of evaluation subjects.

Practice has proved that without the active participation of the assessed, any evaluation can hardly achieve the expected purpose. Contemporary educational evaluation no longer regards the evaluated as the passive assessment object, but regards them as the main body of evaluation, and adopts various ways and means to make them actively participate in the evaluation process. Nowadays, the educational evaluation in all countries in the world has gradually become an interactive process involving teachers, students, parents, administrators and even professional researchers, which is also the embodiment of the gradual democratization and humanization of the educational process. Let the evaluator become a member of the evaluation subject and strengthen the communication and interaction between the evaluator and the appraisee, which can not only make the appraisee actively cooperate and ensure the smooth progress of the evaluation work, but also promote the appraisee to actively check his own work and achievements, improve his own shortcomings and learn from the experience of others, which is conducive to further self-improvement. Therefore, the evaluation of school moral education should adhere to the combination of participation and interaction, self-evaluation and other evaluations to realize the diversification of evaluation subjects.

6. Adhere to the combination of summative evaluation and formative evaluation, and pay attention to the evaluation of moral education process.

The evaluation of school moral education can not only see the results of school moral education, but also evaluate the process of school moral education; We should not only see the existing performance of schools and students, but also see the development potential of school moral education and the development trend of students' ideology and morality. In other words, moral education evaluation should not only pay attention to the results of school moral education, but also pay attention to the results and processes. The summative evaluation, which focuses on the results, is an evaluation facing the past; Formative evaluation focusing on process is a future-oriented and development-oriented evaluation. Traditional evaluation often only pays attention to the results of school moral education, but is indifferent to the process of how to obtain such results. This will lead some schools to engage in formalism, focusing only on results and ignoring the process, which is not conducive to the development of moral education in schools. Only by paying attention to the process of school moral education, can evaluation go deep into the whole process of school moral education development, fully understand the problems, efforts and progress of school moral education, and effectively guide the sustainable development and improvement of school moral education and evaluate its function of promoting development. Therefore, the evaluation of school moral education should not focus on identification, identification, selection and commendation, but should focus on the positive experience of individuals in the evaluation process and formative evaluation, so as to mobilize the enthusiasm of the evaluation objects and achieve the highest goal of moral education evaluation.