Dingcheng District Education Supervision Office Wang Defu In 2003, China began to comprehensively promote the new curriculum teaching reform of compulsory education, and a series of changes have taken place from teaching materials to teaching methods, from teachers' role orientation to students' role orientation. Judging from the current implementation, the changes in teacher-student relationship and teaching mode caused by it are concrete, real and emotional. So what standards should we use to measure the quality of curriculum implementation? What criteria are used to evaluate the performance of students and teachers in curriculum implementation? These systems are lacking and need to be solved urgently. 1. The practical problems faced by the new curriculum evaluation reform (1) Exam-oriented education distorts the evaluation direction of 1. Teaching follows the exam, emphasizing students' mastery and application of knowledge unilaterally, and excluding the value of people other than knowledge. Classroom teaching methods are outdated and the course objectives cannot be achieved. Some primary and secondary schools are conformist, and the curriculum reform is difficult. The basic form of their classroom teaching is still "speaking-listening", and heuristic teaching is hard to find, let alone students' autonomy, cooperation and exploration. Students have almost no habit of thinking, let alone the cultivation of thinking quality and innovative spirit. What teachers feel most is that the current exam questions are too lively, students don't like learning, and exam results are often unsatisfactory. In fact, I think they need to make a comprehensive and profound reflection on the evaluation function of exams, and how to promote teaching through exams and learning through teaching. 2. Teachers and students are busy with exams, which causes anxiety and pressure, hinders their mental health and personality development, and is not conducive to the harmonious development of teacher-student relationship. At present, many teachers in our district are busy teaching for students' scores. In fact, they lack the study of new educational theories and curriculum concepts, and lack the reflection and research on teaching, which seriously affects the professional growth of teachers. For students, scores are their tireless pursuit, ignoring the development of their creative potential and comprehensive quality, especially bringing heavy mental pressure to students with learning difficulties, who are tired of learning, playing truant and abandoning school for fear of exams. (B) The enrollment system restricts the evaluation reform, especially the provincial model high school enrollment system needs to be improved. Take our district as an example. In recent years, although some reforms have been tried in the enrollment system, for example, when enrolling students in No.1 Middle School, students' grades are only presented in the form of scores, and the rest are "graded" subjects; Moral evaluation, physical education and health are included in the examination scope; Implement the recommended examination system for students who walk. However, the selection function of senior high school entrance examination is still outstanding, the developmental evaluation system of students' academic performance has not yet been established, and the phenomenon of one-sided pursuit of enrollment rate still exists in some schools. English classes are added and other courses are reduced in the review of senior high school entrance examination. (3) Generalization impact assessment method. First, too much praise, unprincipled rewards and appreciation lead to the dilution of the authenticity of evaluation and the deification of human nature. For example, some students indulge themselves in the teacher's excessive incentive evaluation, feel good about themselves, and gradually breed arrogance and behavioral fear; There are also some students who can't stand criticism and setbacks in endless praise, and even feel depressed or even erupt with a little dissatisfaction. Second, the evaluation lacks pertinence and is not combined with students' learning and development in specific fields. For example, in classroom teaching, teachers widely label students' performance as "very good" and "not bad". The third is to evaluate everything and engage in complex philosophy, so that students are trapped in many details of their study life and increase their mental and learning burdens. The above evaluation phenomenon is only "similar" to the curriculum reform, not "verve", which hinders students' all-round development and personality display. Second, scientifically build a new curriculum evaluation system (1) and establish an evaluation system that promotes students' all-round development 1. Establish an index system to evaluate students' all-round development. Evaluation indicators mainly include students' academic learning goals and basic development goals. The subject learning objectives have been listed in the curriculum standards, and corresponding evaluation suggestions have been put forward. Students' basic development goals, such as moral quality, learning ability, communication and cooperation, sports health, personality and emotion, innovative consciousness and practical ability, can be refined into secondary indicators according to the actual situation, which is convenient for operation. Evaluation criteria should be multidimensional. First, according to the development advantages of each student, build more evaluation "rulers". "One more ruler and one more good student" is an important concept of new curriculum evaluation. The second is to advocate changing the single-dimensional evaluation standard of academic performance into multi-dimensional evaluation of learning attitude, learning method, learning ability and comprehensive quality. Third, the evaluation should reflect differences and respect students' individuality. 2. Adopt flexible and open evaluation methods ① Combine summative evaluation with process evaluation. Summative evaluation can reflect the results of students' practice of learning objectives at a certain stage and highlight the evaluation function. In practice, it is necessary to strengthen the process evaluation and develop a variety of evaluation methods, such as: daily performance evaluation, the establishment of student growth record bags and so on. Encourage students' process growth, and take it as the real basis of entrance examination, and break the "cruel" evaluation method of "one test determines success or failure". ② Combination of quantitative evaluation and qualitative evaluation. Quantitative evaluation is more represented by numbers, which can easily lead to score worship in some cases. We advocate breaking the monopoly of taking exams as the only evaluation method, and require the use of open and qualitative evaluation methods, such as comments, behavior observations, study diaries, situational tests, growth records and so on. ③ Combination of formal evaluation and informal evaluation. Formal evaluation has a clear evaluation purpose, content and standard, and highlights the evaluation conclusion. In practice, evaluation activities are often not carried out in strict accordance with scientific procedures, but need to adopt flexible and diverse informal evaluation methods, such as evaluation in classroom teaching or evaluation in teacher-student exchange activities, observation and discussion, etc. ④ Combination of unity evaluation and difference evaluation. The typical way of unified evaluation is examination, which can effectively examine whether teachers and students can achieve teaching goals and has the function of comparing and improving teaching. However, the degree, level and field of students' development will be different, which requires the use of differential evaluation and efforts to develop evaluation contents with different standards, different requirements, different forms and even different categories. ⑤ Combining examination evaluation with other evaluation methods. Examination evaluation will still be an effective evaluation method because of its effective identification and evaluation function. However, we must realize that it is not the only evaluation method, and it needs to be organically combined with other evaluation methods, such as qualitative evaluation, in order to fully describe the development of students. In practice, we should choose flexible and diverse examination methods according to the purpose, nature and object of the examination, such as "second evaluation", layered examination, group cooperation examination, debate, defense, product making, paper writing and so on. , so as to strengthen the examination of students' ability and quality; We should change the practice of paying too much attention to scores and simply classifying students according to the test results, and make qualitative analysis, explanation and suggestions on the test results, so as to form encouraging suggestions for improvement. Regarding the reform of the senior high school entrance examination, we believe that the final examination and the entrance examination are carried out separately, and the right of graduation examination can be delegated to all schools; Enrollment in No.1 Middle School adopts a combination of examination evaluation and comprehensive quality evaluation. Each school first reports the recommended materials according to the evaluation of students' comprehensive quality, and then the Admissions Office and No.1 Middle School take a flexible approach to assess admission. 3. Establish an organizational management mechanism for students' developmental evaluation ① Pay attention to students' self-evaluation, give full play to students' positive role as the main body, and stimulate students to accumulate relevant materials to promote self-development, such as mental journey narrative, behavior self-perception, academic achievements, achievements or works. ② Pay attention to mutual evaluation between students and teachers and students, including daily oral comments and final written comments, which should be objective, fair and encouraging. ③ Establish a student growth information network. These materials include students' self-evaluation, teachers' and classmates' evaluation, information from parents, information about exams and tests, achievements and portfolios, awards and progress materials. (4) Schools and teachers need to analyze the collected relevant materials with students, describe the achievements, potential and shortcomings of students' development, make analysis, explanation and suggestions on students' test results, and form an analysis report. (2) Establish an evaluation system 1 to promote teachers' continuous improvement and an evaluation index system to promote teachers' continuous improvement. Including teachers' professional ethics, understanding and respect for students, teaching implementation and design, information and reflection. On the one hand, teachers' performance is evaluated by students' all-round development, on the other hand, teachers' professional growth and needs are concerned. Schools should establish mechanisms such as teacher-based training, professional growth and teaching research as the basis for evaluating teachers. 2. Establish a teacher evaluation system with multi-channel information feedback. On the one hand, teachers' self-evaluation and reflection are emphasized, and teachers are required to make self-development plans and summarize them regularly. On the other hand, it is necessary to establish a teacher evaluation system involving students, parents, teachers and schools, and strengthen the management and supervision of teachers' work. Third, schools, district education administrative personnel institutions and teaching and research institutions should jointly establish an online information base for teachers' personal professional development, evaluate and monitor teachers' work at any time, and encourage teachers' professional development through the selection and professional title evaluation of key teachers, outstanding teachers, academic leaders and special-grade teachers at all levels. 3. Establish a developmental classroom teaching evaluation model of "learning as teaching". The focus of classroom teaching evaluation will shift to students' classroom behavior, emotional experience, process participation, learning effect, cooperative inquiry and innovative practice, so that "teacher's teaching" can really promote "students' learning" and fully reflect the foundation, subjectivity, openness, constructiveness, originality, emotion and development of teaching. (This article won the second prize in the selection of excellent papers for the third educational supervision in Hunan Province. )