The new curriculum reform emphasizes the development of students; The new curriculum pays attention to the harmonious development of students; The new curriculum advocates personalized education; The new curriculum brings students a relaxed learning environment; The new curriculum focuses on developing rich teaching resources, allowing students to learn by solving problems and bringing students positive emotional experience and development opportunities.
In the experiment of curriculum reform, the reform of evaluation system is the highlight and the top priority of curriculum reform in China. The educational evaluation of the new curriculum reform is an important guarantee for our educational reform, which brings us gains and losses in the reform and can feed back our experimental results in time. Guiding our reform can make us take fewer detours and make our new curriculum reform go smoothly.
Problems in the evaluation of primary education;
Educational evaluation should aim at motivating students and improving teaching. Most educators agree with this view. However, in actual teaching, some teachers often use only one measure to measure students' development level from one aspect of their academic performance, which will not only hinder students' all-round development, but also form resistance to teaching reform. The main problems existing in current educational evaluation are:
Pay more attention to knowledge than ability
Although conceptually, schools should cultivate people with all-round development, in fact, even in the primary school stage, the phenomenon of taking exams as the center is very common. Examination propositions correct knowledge details by rote, ignoring high-level ability evaluation outside memory, thus contributing to the study style of rote learning to a certain extent. The consequence is that students have a heavy learning burden, which affects the development of various abilities.
2. One-sided pursuit of scores
Scores become learning goals, which is not conducive to stimulating students' intrinsic motivation for knowledge. From the perspective of educational psychology, there are two kinds of students' learning motivation: internal motivation and external motivation. External motivation is the learning motivation inspired by external rewards, such as studying hard and getting high marks. Intrinsic motivation is the enthusiasm for learning caused by likes, interests or activities themselves. Examinations make many students study for exams, which inhibits the development of intrinsic motivation for knowledge. It is also easy to dampen the enthusiasm of students with difficulties by evaluating students only by their exam results. Foreign studies show that the smarter students are, the more active they are in graded schools, while the slower students are, the more active and effective they are in non-graded schools. In the lower grades of primary school, the bad influence of scores on poor students is particularly obvious.
3. Affect students' mental health
When schools evaluate students, academic performance is often the main evaluation criterion. Some teachers will criticize students in public and even humiliate them because of their poor grades, which will greatly hurt their self-esteem. Many adults can't forget a teacher's praise or an unexpected encouragement when they recall their primary school life. At the same time, what can't be forgotten for a long time is the teacher's contempt or ridicule. It is often the case in life that students who get high marks are regarded as good children and rewarded. If you don't do well in the exam, you will be scolded by your teachers and parents. Examination pressure brings heavy psychological burden to students, causes examination anxiety and damages children's mental health. Examination competition is not conducive to mutual assistance and cooperation between students, but also leads to some bad habits, such as plagiarism, lying and being too aggressive.
4. Teaching reform is restricted.
Because educational examination plays a guiding and controlling role in educational activities, any educational reform will be difficult to achieve results without changing the concept, content and method of examination. Under the unreasonable examination system, some good educational ideas, good teaching materials and good teaching methods cannot be implemented in practice. If the school carries out the "happy learning" teaching reform, but the evaluation still focuses on the students' achievements in traditional exams, the reform will inevitably be blocked. Because the reform means taking new measures, the early stage of the reform may have an impact on conventional teaching, which not only can not guarantee students to get higher test scores, but sometimes lead to the decline of some students' grades because of the pursuit of some quality development. It is for this reason that some schools are afraid and unwilling to reform.
This paper analyzes and summarizes these problems in the evaluation research of science curriculum reform, and puts forward some improvement strategies combined with the new curriculum evaluation concept.
First, constantly clarify and strengthen the purpose and orientation of evaluation.
After a scientific inquiry activity, it is more or less necessary to carry out related evaluation activities, which depends on the development of students and the teaching skills of teachers, but the evaluator should have a clear understanding in his mind, what is the main purpose of your evaluation and why you want to organize this evaluation. Before evaluating activities, it is very important to understand the purpose of evaluation, which has a clear guiding role in how to evaluate. So how can we teachers clearly understand what the purpose of evaluation is?
I think there are two ways of thinking: one is the "universality" of evaluation, and any evaluation activity should consider the general purpose and goal of evaluation. The standard clearly tells us why we need evaluation, that is, to cultivate and improve students' scientific literacy through evaluation activities, which is our overall goal in the process of scientific teaching evaluation. Teachers should learn the new curriculum standards, keep them in mind, and be targeted when carrying out evaluation activities. Scientific literacy includes many aspects, including scientific knowledge, scientific inquiry, scientific attitude, emotion and values. Every scientific inquiry activity does not necessarily cover many aspects of scientific literacy. What do we do? This requires our teachers to consider the second way of thinking: to integrate the evaluation content, form and clarify the sub-goals of evaluation activities, that is, according to the scientific learning activities and the quality characteristics of local students, what are the specific goals you want to achieve in evaluation activities? It is suggested that teachers should reasonably integrate the contents to be evaluated and consider the key points and objectives of evaluation with the goal decomposition method. For a scientific evaluation activity, we can first list the goals of this activity based on knowledge and skills, that is, the goals in the cognitive field, and then list the goals of the inquiry process and methods, as well as the goals of emotional attitudes and values. What level should students reach? Look at the content of this scientific research and which goal is the focus of this activity. For example, this activity is a news. The goal of this inquiry activity is to pay attention to the feelings, attitudes and values of protecting the environment, and the evaluation should be oriented. It is necessary to evaluate students' emotional goals in this activity through various forms in order to cultivate and improve the pertinence and pertinence of the evaluation activities.
Two, constantly strengthen the practice and research of personalized evaluation and non-academic evaluation.
At present, there are many evaluation items in science teaching, and each item should be evaluated when evaluating activities. The last section has clearly pointed out that the complexity of evaluation content will inevitably bring negative effects to evaluation activities. To optimize the combination of evaluation contents, we should not only consider the evaluation of students' scientific inquiry process and results, but also consider the evaluation of individual life and the evaluation of students' non-study, because these two aspects are the unique life of students' individual life in learning activities.
In the traditional evaluation, students should try their best to meet the evaluation requirements of academic fields that they may not be good at, so as to continuously develop their superior intelligence, while the evaluation purpose of the new curriculum is to develop and identify students' superior intelligence through evaluation and provide students with opportunities to develop their own superior intelligence fields. Gardner, a professor at Harvard University and a developmental psychologist in the United States, put forward the theory of multiple intelligences: each student has different intelligence performance, or linguistic intelligence, or musical intelligence, or mathematical intelligence, or spatial intelligence, or body movement intelligence. Different individuals have different numbers of seven intelligences, and their combination and operation methods are also different. Therefore, in the evaluation of science teaching, it is necessary to give random evaluation according to the different intelligence of different students, so that each student can first find his own superior intelligence and realize his own shortcomings, so as to develop himself in a coordinated way, so that he can find support for success in many aspects and succeed in learning activities. As a teacher, we can first get to know new groups or special individuals through diagnostic evaluation, understand the superior intelligence of each of them, and then design diversified evaluation methods, so that students can choose the evaluation method that suits them. Secondly, evaluate the differences according to the students' lack of intelligence. If some students refuse to speak in the process of scientific inquiry, even if they do something right and find new problems, they are still afraid of communication. In this way, teachers can take bold speech as an important goal of evaluating students' inquiry activities and repeat it constantly, so that students' language intelligence will be improved. Therefore, using students' multiple intelligences for random evaluation is really the knowledge of teaching evaluation from the perspective of cultivating people. Our teachers should constantly explore new evaluation forms and means in this respect, so as to stimulate the blooming of life potential.
Attach importance to non-academic evaluation and research activities. The so-called non-academic evaluation refers to all kinds of results and other performances of evaluation activities outside the academic content of students, such as motivation and interest, innovation ability and practical ability of this inquiry activity. In teaching, the learning of academic content and non-academic content are inseparable, which can not be separated from emotional attitudes and values, nor from the learning of knowledge and skills in process methods. Therefore, the content of non-academic evaluation is an important part of the new curriculum evaluation content integration concept. Teachers should closely combine evaluation with academic evaluation, pay attention to experience and effectiveness, and generally use qualitative evaluation to describe the evaluation results. For example, in the process of scientific inquiry, we can use inspiring language to evaluate students' non-academic nature, mainly including the evaluation of learning content, learning emotion, learning methods, learning interests, learning habits and so on. For another example, students' non-academic content can also be evaluated by various evaluation methods. Our school adopts a "five-star" evaluation scheme. In the process of scientific inquiry, we have designed "the star of cooperation, the star of exploration, the star of habit, the star of health and the star of caring for scientific instruments". Whoever does well in the inquiry process will win. Such media evaluation is of far-reaching significance to the development of students' non-academic content and even their overall quality.
Third, give play to the superiority of authenticity evaluation.
The book Introduction to Science Education in Primary Schools, edited by Professor Hao Jinghua, clearly points out in the evaluation part: "Justice and objectivity are the lifeline of educational evaluation. Without reliability and validity testing tools and subjective biased evaluation mentality, it is not only undesirable, but also will greatly hurt students' enthusiasm for learning, seriously, and even affect their future life path. This is something that education evaluation should try to avoid. "This incisive language describes that we should be true when conducting educational evaluation, really let students participate in the evaluation activities, and feel that this is a real evaluation activity, which can improve their ability. Therefore, when evaluating teaching, our science teachers should take the authenticity evaluation strategy as the only criterion of evaluation orientation, and carry out it in various real situations, attach importance to formative evaluation methods, and describe the learning situation of the educational object as comprehensively and truly as possible. This authenticity evaluation is mainly reflected in the following three aspects:
First, evaluate the authenticity of the individual. It has been pointed out that students are individuals in real life and have different study habits. Teachers can't evaluate a student's behavior habits for a long time with a unified evaluation method, that is, they don't respect the authenticity of individuals. For example, when guiding students to evaluate each other, you can't always use "clap your hands, clap your hands and praise him". Different individuals have different evaluation methods. Some students like clapping, and some students can express their affirmation to their classmates with a smile. This different way of mutual evaluation is from the heart, and it is the true expression of individual feelings in evaluation activities. Therefore, our science teachers can use personality evaluation methods such as a smile or a gentle touch to trigger the agility of personality life, so that evaluation activities can truly become a part of students' study life.
Second, the authenticity of the evaluation results. In teaching evaluation, it is often heard that "I will give you an award", but in the end, the students are still happy, because the teacher did not have any award afterwards, which gave the students a sense of deception, thus reducing their trust in the teacher. For another example, when evaluating, we often use "You are great, and your inquiry attitude is really serious". After listening to this, the students seem to understand that although there are some positive parts, the evaluation is not clear, nor does it specify how great and serious the students are in the process of inquiry. Sometimes students are deceived by this kind of "good words" and lose the direction of hard work and self-construction. Therefore, the evaluation results should be "truly given to students", so that students can feel that they have gained real gains in the evaluation activities, and only then can they have the motivation to keep exploring.
Third, evaluate the real demonstration of the scene. Scientific inquiry activities in primary schools include putting forward questions, forming conjectures, collecting information and sorting out problems. Students act as the masters of evaluation in specific situations, which means that the subject of evaluation has moved from teachers to students. And our teachers who often carry out evaluation activities can reflect on situational evaluation when guiding students to carry out inquiry activities. Have students really become the masters of evaluation? The answer is definitely vague, because limited by traditional ideas, our students will not evaluate the performance of their peers, and sometimes simply use words like "excellent or good" to evaluate the performance of their peers. In this way, although students are given room for evaluation, this evaluation is general and feeble. Our teacher should do a good job in evaluating and demonstrating the authenticity. When organizing students to conduct self-evaluation and mutual evaluation, we should make a real demonstration of specific scientific learning activities so that students can learn the real evaluation. If we evaluate students' activity records, we can give them a real and concrete evaluation demonstration: "The evaluation records are comprehensive and serious, recording the process and steps of scientific inquiry, and making progress!" But to learn scientific records, a research process can be recorded in various forms such as pictures and texts. "You see, students like to listen to this evaluation, which not only specifically affirms the advantages of the recording process, but also puts forward reasonable suggestions. Through such a demonstration of authenticity evaluation and long-term training, students' evaluation ability will be improved, and the evaluation language and methods will gradually become real and concrete.
Fourth, strengthen the incentive and guidance functions of evaluation.
Incentive is one of the many links in the evaluation process. If there is no clear evaluation goal, accurate observation and data collection, and appropriate evaluation conclusion, the final incentive will only be blind or ineffective. Motivation should be based on a deep understanding of students' learning process and background. Without targeted, one-sided and random incentives, it will not promote students, but may have a negative impact on students, causing many students to listen to praise, not enough, and be blindly optimistic about themselves. It is suggested that teachers should first set clear goals, pay attention to students' observation and data accumulation, on this basis, emphasize the vertical comparison of students' development and use new ideas of teaching comments, such as "Who can try and solve it by himself, can you think of a better way, and who can give some examples to agree with him?" These enlightening and appreciative comments can not only let students see their own advantages and progress. The key to motivation is to form a frank, caring and respectful relationship between teachers and students, treat students with a developing and comprehensive vision, gradually cultivate students to form an objective understanding of themselves, improve their self-reflection ability, and let students feel profound and great in their lifelong learning career.
Verb (abbreviation of verb) strengthens the systematicness and standardization of evaluation.
Because the practice of the new curriculum reform is still relatively short, the evaluation and examination are not systematic and standardized as a whole. At present, our evaluation attempt has not yet formed the overall idea of evaluation and examination reform, and has not found the key points, difficulties and breakthroughs in the reform work. Reform often involves one of many evaluation links, such as giving full play to the incentive function of evaluation and establishing growth records for students. Or try to solve a problem, such as how to determine the ratio of usual grades to final grades, how to compile an evaluation form, how to observe effectively, etc. These problems need to be studied and solved scientifically and strictly. According to the related viewpoints in Introduction to Science Education in Primary Schools, the three elements of an effective evaluation tool are validity, reliability and discrimination.
In a word, educational evaluation is an educational method that adapts to and promotes the development of education. Therefore, our educational evaluation concept should be developing and dynamic, not static. With the development of education, our evaluation of education will change accordingly, and new educational ideas will inevitably bring new educational evaluation methods and methods, and the corresponding contents and standards will also change constantly. We look forward to a more scientific, reasonable, comprehensive and considerable educational evaluation.
In the process of new curriculum reform, we are bound to encounter difficulties of one kind or another. If you want to wait until all conditions are ripe before you act, experience tells us that you are usually in a passive and backward position. Therefore, on the one hand, we should study hard, on the other hand, we should try boldly, just as the developmental evaluation thought advocates, aiming at development and making great achievements!