Keywords: PE teaching evaluation humanistic education view
The concept of humanistic education is introduced into physical education in basic education, which emphasizes that the ultimate goal of physical education is to develop people, cultivate "free and conscious" people, pay full attention to people's value, healthy development and dignity, and emphasize people's quality of life and humanistic care for people. Focusing on people's all-round development, aiming at enhancing students' physical and mental health, improving students' sports cultural literacy and cultivating students' thoughts, abilities and habits of lifelong sports. "Physical Education (and Health) Curriculum Standard" clearly points out: make students have good psychological quality, show interpersonal skills and cooperative spirit; Improve the sense of responsibility for personal health and group health, and form a healthy lifestyle; Carry forward the spirit of sports and form a positive, optimistic and cheerful attitude towards life. The application of humanistic psychological education concept in physical education teaching evaluation is conducive to exploring physical education curriculum reform and realizing physical education teaching objectives.
1 Problems in the evaluation of traditional physical education teaching
Physical education teaching evaluation is to diagnose and evaluate the teaching factors, teaching process and teaching effect of physical education teaching work and objects. Physical education teaching evaluation is an integral part of physical education evaluation and physical education teaching process. It not only provides all kinds of information for educational decision makers, but also reflects the realization of students' learning goals, improves teaching and promotes students' progress and development. It mainly includes the evaluation of teachers' teaching and students' learning, in which the evaluation of students' learning, that is, the significance of learning evaluation, is more basic and fundamental, and it is also the focus of physical education teaching evaluation. Traditional physical education teaching evaluation emphasizes the scientificity of educational evaluation, the objectivity of quantity and the effectiveness of physical education teaching. In sports evaluation, the specific operation is based on reaching the physical quality standard or measuring the motor function, ignoring the people-oriented educational orientation and deviating from the purpose of educating and cultivating people. Its performance is as follows: the content of physical education teaching evaluation is single and the method is monotonous; Pay attention to the evaluation of students' physical fitness and sports skills, but ignore the evaluation of students' emotions, attitudes and cooperation; Only a unified standard is used to measure all students, ignoring the individual differences of students; Only the summative evaluation is emphasized, while the process evaluation is ignored. After the implementation of the new curriculum standard of physical education and health, the concept of humanistic education is deeply rooted in people's hearts, and all students "enjoy education equally"
2 humanistic education evaluation view
Humanistic education evaluation view holds that evaluation is as important as teaching process, and its fundamental purpose is to promote development and serve students' learning. Therefore, evaluation should embody people-oriented thinking, pay attention to individual needs, respect and reflect individual differences, stimulate students' subjective spirit, and urge each individual to realize his own value as much as possible.
2. 1 humanistic education evaluation view holds that the evaluation range of scores is extremely limited. It can only evaluate students' existing knowledge and skills, but can't measure students' will, effort, attitude and motivation in their growth, and can't judge the nature of students' learning activities. Scores can only reflect extremely limited information in the teaching process, and the evaluation method is mechanical, which easily leads to misplaced pursuit in teaching: from the teaching aspect, one-sided pursuit of high scores makes teachers only pay attention to students' achievements and ignore the overall growth; For the educated, one-sided pursuit of high marks can easily lead students astray, thinking that getting high marks is the end of learning. Without continuing to study what they have learned, they will think that scores are everything and others do not need to pay attention. The pursuit of scores masks real knowledge, understanding and development. The evaluation of teaching should proceed from a broader perspective, take people's all-round development as a unified whole, and make a general personality analysis.
2.2 The concept of humanistic education evaluation advocates self-evaluation, emphasizing that when students' self-evaluation becomes the main basis of learning, their independence, creativity and initiative will be developed. Self-evaluation method is not compared with others, but with yourself, to see different learning situations before and after, and to avoid psychological pressure and boredom caused by score competition. Humanism holds that the learning process should last a person's life, and learning aims at forming self-concept and promoting self-development. Therefore, the main body of evaluating this kind of learning can only be the students themselves. This kind of evaluation is a kind of self-estimation made by the individual, and it has been maintained; It expresses an attitude of approval or disapproval, indicating the degree of personal belief in one's ability, importance, success and value. In self-evaluation, students actively participate in the learning process, self-evaluate their academic performance under the guidance of teachers, find and solve their own learning problems, and gradually cultivate the habit and ability of self-evaluation. At the same time, teachers can also learn what students really think from their self-evaluation. The ultimate goal of evaluation is not only management and selection, but more importantly, it is to let students learn self-evaluation, so that students can understand and affirm their own abilities in the process of self-evaluation, and share the experience of self-exploration and the joy of progress with others.
2.3 The humanistic education evaluation view advocates taking the meaning and value of education as its own research object, and pays attention to the subjective aspects, individual consciousness, spirit and cultural background of educators and educatees entering the value meaning structure; Humanistic education view advocates understanding people's inner world, activity motivation and cultural significance in education through re-experience, and realizing the integration of subject and object. Humanistic education evaluation view advocates comprehensive, objective and pluralistic evaluation, and various forms of evaluation should be adopted in teaching to comprehensively examine all aspects of learners. Humanism advocates the comprehensiveness of evaluation, the diversity of evaluation methods, people-oriented, student-centered, paying attention to students' emotional communication, and giving full play to the creativity and artistry of teachers' teaching to adapt to the development direction of modernization and the social reality of rapid economic development.
3. Sports evaluation under the humanistic education view
From the perspective of humanistic education evaluation, in order to scientifically evaluate physical education teaching, it is necessary to reform the evaluation content, evaluation index, evaluation subject, evaluation method, evaluation result and the comprehensiveness and objectivity of evaluation, so as to establish a scientific physical education teaching evaluation system or model that conforms to social progress, humanistic education view and is suitable for students' all-round development. So as to give full play to the information feedback function, examination and identification function and strengthening function of sports evaluation, and encourage teachers and students to improve teaching and learning better.
3. 1 The evaluation perspective has changed from simplification to diversification.
Physical education teaching evaluation should shift from a single evaluation perspective to a multi-angle and multi-method comprehensive quality evaluation, weakening the selection and screening function of evaluation. Students should not only evaluate the academic achievements of sports knowledge and skills, but also pay attention to their all-round development and their progress and efforts in sports learning. Physical education teaching evaluation content should be diversified, evaluation indicators should be diversified, and comprehensive evaluation should be emphasized.
3.2 Combination of quantitative evaluation and qualitative evaluation.
The combination of absolute evaluation and relative evaluation, and the combination of vertical evaluation and horizontal evaluation with students' sports attitude, will quality and sports ability have obvious qualitative characteristics. If we blindly use quantitative indicators to evaluate, it is invalid. For sports with significant cultural characteristics or essence, it is impossible to fully understand the essential characteristics of the evaluation object with quantitative evaluation methods. So we must combine quantitative evaluation with qualitative evaluation. If we use absolute evaluation, that is, unified assessment and grading standards to evaluate students, we will ignore the individual differences of students and will not consider their progress and efforts from the perspective of educating people. Relative evaluation is the evaluation of students' development state, or the evaluation that focuses on the development state. It pays attention to the individual differences of students and the improvement and development degree of each student on the original basis. Through feedback, students can fully understand themselves, adjust themselves and make up for their weaknesses.
3.3 Evaluation subjects are diversified, and teacher-student interaction is combined with other evaluations.
In order to overcome the impersonal or inaccurate problems caused by subjective factors, different evaluation positions and perspectives in physical education teaching evaluation, teachers' self-evaluation can be combined with other evaluations of peer teachers and students; Students' evaluation of teachers is especially helpful to improve teaching quality. Through mutual evaluation between teachers and students, it is more conducive to enhancing understanding, forming a friendly and equal democratic evaluation relationship and improving teaching effect. Students' self-evaluation and other evaluations are easier to realize self-knowledge and self-education. This will help students develop their self-evaluation ability and cultivate their communicative competence.
3.4 Summative evaluation, diagnostic evaluation and formative evaluation are combined.
The summative evaluation of physical education at the end of each academic year or semester loses the effective immediate feedback function of evaluation, which has little effect on improving teaching in time. The evaluation method combining diagnostic evaluation, formative evaluation and summative evaluation can be adopted. From focusing on the results of a certain stage to focusing on the process. Only by paying attention to the process, evaluation can timely understand the problems encountered in students' development and effectively guide them, reflecting the function of evaluation to promote students' development.
References:
[1] Wang Anxin. The new development of "people-oriented" school physical education. [J]。 Sports magazine, 2002. (5).4-6.
[2] Wu Hao. The influence and thinking of humanistic education concept on physical education. [J]。 Fujian sports science and technology, 2004. ( 1).54-56.
[3] Ding Zhiming. The student-oriented educational concept should play a role in physical education classroom. [J]。 PE Teachers and Friends, 2004. ( 1).4-5.