"Curriculum evaluation is a process of describing and judging the value of curriculum plans, activities and their results in a certain way according to certain standards. It should include two aspects, that is, the evaluation of students' learning and the evaluation of the course itself, which is the organic unity of these two parts. "This article will talk about the evaluation of students' learning.
First, the disadvantages of traditional student evaluation:
For a long time, Chinese curriculum evaluation has many disadvantages, such as one-sided evaluation purpose, narrow evaluation scope, single evaluation method and limited evaluation subject. In the specific process of implementing evaluation, there are also some disadvantages such as simplification and quantification. Mainly in the following aspects:
First, it overemphasizes the role of students' academic performance in evaluation, regards students' academic performance as the only indicator to measure their academic achievements and evaluate the merits of specific curriculum plans, and equates examinations with evaluation. This is inseparable from the tendency of "one-sided pursuit of enrollment rate" formed over the years. In the atmosphere of school work closely surrounding the baton of "entering a higher school", this tendency will naturally appear; And this old concept is deeply rooted in people's hearts. People tend to consciously look at evaluation in this way and choose appropriate methods to evaluate it.
Second, too much emphasis is placed on quantitative evaluation methods, while the research on qualitative evaluation is neglected. Although it is important to use quantitative methods in curriculum evaluation, it does not mean that only quantitative methods can reflect the essence of curriculum. On the contrary, if the quantitative method is overemphasized to the exclusion of other methods, or even the qualitative method is described as a simplified and unscientific method, it will inevitably lead to less and less ways for evaluators to choose and less and less content to evaluate, which will eventually lead to a dead end in evaluation.
Thirdly, students who are the main body of learning are excluded from the evaluation process, and they can only act as the object of evaluation, but can't participate in the evaluation process. For example, in the previous examination evaluation, only teachers designed test questions, graded papers and analyzed test papers, which made the evaluation process become a one-way evaluation activity in which only teachers participated. This makes the evaluation results have great limitations. Any lack of comprehensive and objective evaluation results will have a negative impact on students' learning.
Second, the concept of student evaluation advocated by the new curriculum reform:
1, The Outline of Basic Education Curriculum Reform (Trial) clearly points out: change the function of curriculum evaluation that overemphasizes screening and selection, and give play to the function of evaluation to promote students' development and improve teachers' teaching practice; Establish an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic performance, but also discover and develop students' potential in many aspects, understand students' needs in development, help students know themselves and build their self-confidence. Give play to the educational function of evaluation and promote the development of students at the original level; We will continue to reform and improve the examination system. The examination content should strengthen the connection with social reality and students' life experience, attach importance to examining students' ability to analyze and solve problems, and some subjects can implement open-book examinations.
2. The Opinions of the Ministry of Education on Actively Promoting the Reform of the Evaluation and Examination System in Primary and Secondary Schools clearly points out: "The fundamental purpose of the reform of the evaluation and examination system in primary and secondary schools is to better improve the comprehensive quality of students and the teaching level of teachers, and to provide guarantee for the implementation of quality education in schools. Give full play to the function of evaluation to promote development and make the process of evaluation a process to promote the development and improvement of teaching. " Therefore, the reform of student evaluation should fully implement the Party's educational policy, comprehensively evaluate students and their development from the aspects of morality, intelligence, physique and aesthetics, so as to meet the requirements of the development of quality education, promote the curriculum reform of basic education, embody the new curriculum concept, be people-oriented and face all students. Through evaluation, students can understand themselves, discover their potential, build up self-confidence and grow up healthily.
Third, the principles of student evaluation under the new curriculum concept should be followed:
(A) the principles of evaluating students' development process:
In the past, the evaluation of students only focused on students' "knowledge and ability" and ignored the slight changes in students' "feelings, attitudes and values" in the process of acquiring "knowledge and ability", which was very unfavorable to students' development. Therefore, under the new curriculum concept, evaluation should pay attention to the process of students' growth and development, pay attention to students' progress and changes in the learning process through daily evaluation and recording of educational and teaching behaviors, and give timely evaluation and feedback. Combine daily evaluation, stage evaluation and final evaluation organically, so that the evaluation of students can truly become process evaluation. Evaluation should not only focus on the results, but also on the process of development and change. In order to better follow the principle of evaluating students' development process and truly reflect the three-dimensional relationship between "knowledge and ability, process and method, emotional attitude and values" in the new curriculum, we use the "student growth record bag" to pay attention to students' development process.
"Student growth record bag" is a collection of materials that can reflect students' learning process and results, including students' self-evaluation, best works (scores and various works), records of social practice and social welfare activities, records of sports and literary activities, observations and evaluations of teachers and classmates, information of parents, information of exams and tests, and so on. The growth record bag can record students' methods, attitudes and emotional experiences in the learning process, which makes the evaluation of students more comprehensive and specific and is more conducive to students' lifelong development. "Student growth record bag" is an important part of developmental student evaluation and a process as important as the teaching process. We should fully understand its positive role in students' development and strengthen evaluation and record management.
(b) Assessing the principles of participation and interaction:
Students are the main body of learning. In the process of learning, I feel the deepest, experience the most, and naturally want to say the most. So I also have the most say in the evaluation. Therefore, when evaluating students, we should first pay attention to making the evaluation object the evaluation subject, allowing the evaluation subject to carry out self-feedback, self-adjustment, self-improvement and self-understanding, and taking the self-evaluation of the evaluation subject as an important content of student evaluation. Only in this way can the evaluation of students be more comprehensive and objective, and it can also promote the evaluation subject to have a deeper understanding of their own performance behavior, so that students can consciously correct their mistakes, strengthen their behavior and develop healthily.
(three) the principle of diversification of evaluation content and evaluation methods:
The content of student evaluation should be diversified. We should not only pay attention to students' academic performance, but also pay attention to students' ideological and moral character and the development of various potentials, pay attention to students' innovative ability and practical ability, pay attention to students' personality, specialty and potential, and reflect individual differences. It is necessary to embody the integration of "knowledge and skills, process and method, emotional attitude and values", fully implement various evaluation contents, and promote the all-round and harmonious development of students' quality.
The ways of evaluating students should be diversified. One more ruler, one more good student. In a word, as educators, we should firmly believe that every student has his own bright spot, and be good at discovering the advantages of students, so that students can get the greatest possible development. Gardner, a professor at Harvard University and an American developmental psychologist, believes that human intelligence consists of seven closely related but independent intelligences. Everyone presents the seven intelligences in different ways and in different ways, so the way they are presented or the feelings of others are different. Therefore, from this theory, there are no poor students in the teaching process. In the past, the poor students were measured by the results of the study class as the only yardstick. One more ruler will reduce many poor students, or even no poor students at all. When evaluating, teachers should consider from multiple angles and in all directions, and be good at finding the bright spots in students, so that the evaluation method can truly promote people's development.
(four) the principle of diversification of participants:
One of the basic concepts of the new curriculum is to involve students, emphasize the interaction between teachers and students, embody in the evaluation process, and emphasize the diversification of evaluation subjects. Evaluators can be students, peers, teachers and parents, thus changing the phenomenon that teachers are the main body of single evaluation in the past. For example, to make a comprehensive, reasonable and objective evaluation of a student, the participants should include: 1, and the evaluation of teachers. It should be noted that the teachers here do not refer to the head teacher, but should include all teachers in the subject; 2. Students' evaluation can be divided into students' self-evaluation and mutual evaluation among students, so we should pay special attention to students' self-evaluation, because it is a good opportunity for students to reflect on themselves; 3. Parents' evaluation, as the saying goes, "knowing a child is like a mother", students and parents spend the most time together, and parents should know the students best, so parents' evaluation of their children should also be the most comprehensive and true. Therefore, fully handle the relationship between these participants and evaluate students.
(five) advocate the principle of qualitative evaluation:
There are many ways to evaluate students. In addition to exams or tests, we should study and formulate scientific, simple and easy-to-use evaluation methods, and explore evaluation methods that are conducive to guiding students to make positive self-evaluation and other evaluations.
The new curriculum emphasizes qualitative evaluation, combining qualitative evaluation with quantitative evaluation to realize the diversification of evaluation methods.
1. formative evaluation. Formative evaluation is an evaluation of the development and changes of students' knowledge, skills, emotions and attitudes in the learning process. Formative evaluation can pay attention to the development process of a certain aspect of students, such as the accumulation of knowledge, the development of ability, the development of innovative thinking and the formation of will quality. , and can also be evaluated in all aspects.
2. Delayed assessment. In learning, students always have unsatisfactory times, or it is difficult to make progress for a while, and there are even signs of temporary stagnation. At this time, the evaluation should be suspended to give students a chance to reconsider until they reach a certain goal or make progress in a certain aspect.
(six) the incentive principle of evaluation:
First of all, we should pay attention to students' personality differences, protect students' self-esteem and self-confidence, and believe that good children are boasted. The evaluation activities and process of students' evaluation provide a platform and opportunity for students to show themselves, find the bright spots of students as much as possible and motivate them. Students should be encouraged to actively participate in and show their efforts and achievements, get the pleasure of success in activities and processes, and provide motivation for their further development. However, we should not blindly encourage unprincipled students. It is necessary to point out the correction and deal with it flexibly according to the students and the things at that time, otherwise the student evaluation will fall into another misunderstanding.