The real modern curriculum evaluation can be traced back to the "eight-year research" initiated by the American Association for Progressive Education, which marks the maturity of curriculum evaluation.

Five definitions of curriculum evaluation:

1. equate curriculum evaluation with educational measurement and testing, and emphasize quantitative methods to measure students' learning achievements.

2. Curriculum evaluation is the evaluation of the realization of educational goals. This definition emphasizes the teaching goal as the center and pays attention to the comparison and comparison between behavior results and preset goals. It is directional and operable and has long been regarded as a leading curriculum evaluation model.

Taylor believes: "Evaluation is the process of determining the degree of actual behavior change."

3. Curriculum evaluation is defined as collecting and providing information to help decision makers make scientific decisions.

4. Take curriculum evaluation as a process of value judgment.

5. Define curriculum evaluation as a political activity.

This book believes that the so-called evaluation is the reflection of the multi-object value of something in people's consciousness. People's understanding of the actual results or possible consequences of their own value relationship is manifested in various ways of spiritual activities, which is evaluation.

The so-called curriculum evaluation is the value judgment of the curriculum effect by using scientific methods according to certain standards and the information of the curriculum system. Simply put, curriculum evaluation is a variety of forms of value judgment for all parts of the curriculum system and the whole system.

Teachers, as executors and implementers of curriculum implementation, are the subjects with the most say in curriculum evaluation.

Experts have profound theoretical literacy and are familiar with the guiding ideology and spiritual essence of curriculum design. Their participation in the evaluation is conducive to ensuring the scientificity, objectivity, seriousness and fairness of the evaluation.

Students are the undertakers, experiencers and practitioners of curriculum design and teaching activities.

The current situation and disadvantages of curriculum evaluation are that the main body of evaluation is the top-down evaluation of schools by government departments, the evaluation of teachers by schools and the evaluation of students by teachers, and students are excluded from the evaluation body. -Bai: Research on Curriculum Construction of Quality Education

Kronbach believes that the functions of curriculum improvement include: curriculum improvement, making decisions for students, and administrative regulations.

This book holds that the functions of curriculum evaluation are: diagnosis, correction, identification, decision-making and service.

The orientation of curriculum evaluation includes: goal orientation, process orientation and subject orientation.

Process-oriented curriculum evaluation has two characteristics: first, the evaluation scope is expanded. "Process-oriented evaluation attempts to break away from the predetermined curriculum evaluation objectives, emphasizing that all the situations of teachers and students in the process of curriculum development, implementation and teaching operation should be included in the evaluation scope" (Ding and Guo Ruifang, Review on the Development of Curriculum Evaluation Theory in the 20th Century

Curriculum, Textbooks and Teaching Methods, No.4, 2005)

Second, respect the subjectivity and creativity of the appraisee. It no longer pays too much attention to the change of students' behavior and the achievement of the scheduled course goals, but actively pays attention to the change of students' behavior itself, making it develop freely and comprehensively, weakening the control and constraint of the scheduled goals to some extent.

Types of course evaluation:

1. Formative evaluation and summative evaluation

2. Internal evaluation and external evaluation

3. Process evaluation and result evaluation

4.？ False evaluation, quasi-evaluation and true evaluation. The types of real evaluation include decision-oriented evaluation, customer-centered evaluation and consumer-oriented evaluation.

The mode of curriculum evaluation:

1. The evaluation procedure includes:

First, formulate general goals or specific goals;

Second, classify the targets;

Third, define goals in behavioral terms;

Fourth,? Determine the context of the application target;

Fifth,? Develop or select technologies for measuring targets;

Sixth,? Collect students' behavior data;

Seventh, compare the collected data with the behavioral goals.

Taylor believes that the purpose of evaluation is not to mechanically classify or grade students through tests, but to judge or measure the change of students' behavior and the degree of realization of the scheduled curriculum goals, so as to provide feedback and help for improving the curriculum plan.

2.？ Target separation evaluation model

Screvane believes that the traditional goal achievement evaluation model only pays attention to the actual goal and its expected effect, but rarely pays attention to those unexpected effects that are accidental, random and sudden. The focus of evaluation activities should be changed from "what the program wants to do" to "what the program actually does"

The disadvantage of the non-target evaluation model is that it does not have a set of logical concept definitions and complete evaluation methods, steps or procedures, so it is only used as the guiding ideology, ideas and principles of an evaluation model.

3.CIPP evaluation model

It was put forward by Stufflebeam in the United States in the 1960s and 1970s. CIPP consists of situation evaluation, input evaluation, process evaluation and product evaluation. It should be able to provide comprehensive information to help determine the plan objectives, revise the research plan, implement the plan and evaluate the results of the plan implementation, and form a system evaluation model of background-input-process-output.

4.CSE evaluation model (center? The evaluation of learning includes several aspects: demand evaluation, scheme selection, formative evaluation and summative evaluation.

5. Answer mode. The response model was put forward by Stark and further studied and deepened by Cuba and Lincoln. This model holds that the evaluator must fully understand, collect and master the concerns, objects and focuses of the people who listen to the evaluation results, and then provide them with corresponding content and information.

The response model has clear answers to problems such as goal achievement, curriculum decision-making, value judgment, etc., and is universal, universal and flexible. Therefore, the response model is rated as the most comprehensive and effective evaluation model so far.

6. Appreciation and evaluation mode

Put forward by Eisner, he thinks that educational evaluation is a unique evaluation field, and we should learn from the methods of wine appraisers and art connoisseurs to evaluate a wine or a work of art as a whole according to our own experience.

There are two basic methods of curriculum evaluation: quantitative evaluation and qualitative evaluation.

Quantitative evaluation refers to trying to simplify complex educational phenomena and curriculum phenomena into quantity, and then inferring the effectiveness of an evaluation phenomenon from the analysis and comparison of quantity.

In other words, quantitative evaluation is to reduce and simplify complex things into digital form, and compare, analyze and summarize the data with modern measuring tools and equipment, thus showing the value and effectiveness of the evaluation object.

Quantitative evaluation believes that through the digital restoration and processing of teaching activities, we can analyze the universal and objective principles and norms that can be used in all teaching fields, so that the evaluation results can be popularized and implemented on a large scale.

The operation process of quantitative evaluation includes: asking questions, setting evaluation, defining variables, sampling, analysis and conclusion. Course evaluation generally adopts observation, experiment, investigation, statistics and standardized testing.

Quantitative evaluation is the reflection of scientific positivism in the field of curriculum evaluation, and it is considered that quantification is the measure to obtain scientific, objective and accurate information and results. Its advantages are: 1) The design of quantitative evaluation is predetermined, more general and specific, and easy to control and operate. 2) The quantitative results are convenient for mathematical processing and help to improve the accuracy of evaluation. 3) Quantitative indicators are often objective indicators, which helps to improve the objectivity of evaluation. 4) Quantitative evaluation helps to classify the evaluation objects clearly.

Qualitative evaluation methods include portfolio evaluation of growth records, performance evaluation and Socrates discussion evaluation.

Performance evaluation should pay attention to two problems: attaching importance to students' self-evaluation; Reasonable allocation of teachers' time.

Self-evaluation is a free way and the only way to improve self-awareness and change routine behavior habits.

Socrates believes that the real education method is not to directly impart ready-made knowledge to students for them to accept and obey, but to let them explore the truth hidden in their hearts by inspiration and induction.