First, the main problems existing in the current examination
Examination system is the "baton" of teaching and the key factor affecting innovative education. In traditional education, the evaluation of teaching effect and students' ability adopts standardized examination methods, and students with initiative and creativity are evaluated through standard and standardized examination papers, focusing only on knowledge infusion and not on intellectual cultivation; Emphasis on rote memorization and scripted instruction leads to students' poor questioning ability and obliterates their creativity. Specifically, the current exam mainly has the following problems:
1. Utilitarianism of examination purpose. Outstanding performance in the value judgment of the score, over-exaggerating the value function of the score, emphasizing the performance of the energy level of the score, taking the accumulation and memory of knowledge as the goal, static assessment and simple judgment, especially the combination of academic performance with scholarships and evaluations, aggravated students' utilitarian tendency and satisfied their short-term vanity speculation at a low level.
2. Textbook-style examination content. Textbooks are the main tools for educating students, imparting knowledge, training skills and developing intelligence. However, due to the development of science and technology, the speed of knowledge updating is accelerating, which makes the textbook itself (writing, publishing and distribution) unable to fully adapt. This inevitably requires teachers to constantly absorb new knowledge, new science and new skills, and enrich classroom teaching content. Although the choice of examination content mainly depends on teaching materials, it is not limited to teaching materials. However, the actual situation is still centered on the classroom, teachers and textbooks, which leads to students taking notes in class, taking notes in exams and forgetting to take notes in exams. 3. Standardization of test questions. Standardized examination improves the fairness, justice and effectiveness of the examination to a certain extent, and reduces the scores of human feelings, relationships and mistakes. However, standardized examination is not conducive to the cultivation of students' ability to analyze and solve problems, oral expression and written writing, divergent and creative thinking. Therefore, we should adopt different types of questions according to different disciplines, majors and grades, increase the proportion of subjective questions, and focus on students' innovative ability.
4. The examination method is single. From the way of examination, the current examination can be divided into interview, written examination and comprehensive examination. First, different examination forms have their own advantages and disadvantages. For example, in the oral exam, students can freely express their opinions and give full play to their talents within the scope of questions raised by teachers. However, the oral test is mostly a single test, which is time-consuming and laborious, the scoring standard is not easy to master, and the effect before and after is poor; Second, the scope of application of different exams is different. For example, demonstration exams are generally used to measure skills, techniques and techniques in sports, music and fine arts. Third, different exams have different emphases. For example, open-book exams (including small papers) are mostly used to test creative and comprehensive projects, focusing on the quality of students' mastery of knowledge and their ability to apply knowledge, involving both inside and outside the textbook. In practice, most of us are used to closed-book written examination, but seldom use open-book written examination, semi-open and semi-closed-book examination, oral examination, operation examination, demonstration examination and the combination of written examination and interview, which leads to students' monotonous study, fear of examination, failure to give full play to their initiative and creativity, and failure to test their learning quality well.
5. Accurate quantification of scoring criteria. For a long time, we have regarded the score as the concrete external performance of ability. The higher the score, the stronger the ability. Therefore, in order to express the accuracy of academic performance, people often use the 100 scoring system to express the examination results of a certain course, and even care about the difference between one and two points, and rarely use grading methods such as grade scoring system, fuzzy scoring system and incentive scoring system. As a result, students only pay attention to the final period, not to peacetime, not to results, not to process, not to grades, not to implementation. In fact, different subjects, different grades, scores are not the same, can not be simply added together on average. For an exam, the score is just a set of fuzzy data, which can't directly indicate the quality of an exam. For students, it is just an isolated reading on the measuring platform, which has no practical significance in itself. It can neither explain the good or bad grades, nor compare the good or bad grades of other exams.
Second, the impact of the current examination on teaching
Examination is the output process of teachers' teaching effect and students' academic performance. Due to the disadvantages of the current examination system, teachers teach students and students learn because of examinations, which obliterates the creativity of teachers and students. The main impacts are as follows:
1. Affect teaching methods. Because of the guiding role of the examination, it is difficult for teachers to expand the teaching content, introduce their own scientific research achievements and introduce the frontier and development trend of the subject in combination with the teaching progress. Teachers can only adopt spoon-feeding and spoon-feeding teaching methods, and explain to students with standardized language and standardized blackboard writing. Students can only listen to lectures, take notes, learn passively, learn by rote, and fully accept what the teacher explains.
2. Affect emotional cultivation. In the teaching process, teachers should be good at mobilizing students' learning emotions, encouraging students to think positively, and creating a democratic atmosphere that encourages students to dare to doubt and innovate. However, due to the influence of the exam, teachers have no time to communicate with students in two directions, pay attention to students' expressions and understand students' thoughts.
3. Affect learning methods. Due to the surge of scientific and technological knowledge, new disciplines are constantly emerging, and the updating speed of scientific and technological knowledge is also accelerating. Therefore, teachers are required to attach importance to learning law teaching in the classroom, establish the concept of lifelong education and future education, guide and guide students to learn to teach themselves and learn to "charge" themselves. However, due to the pressure of exams, students have no more time to dabble in extensive knowledge, read books and periodicals related to their majors, and do things they are interested in.
4. Affect personality development. Respecting the personality development of college students is the main content of respecting the law of education. However, we are used to unifying standards, contents and exams, which makes it impossible for students to fully express their views, attitudes and opinions, and form their own academic style and personality prototype. No specialty, no personality, no difference. The books you read all day are textbooks. One thing you do all day is attend classes, and one thing you think about all day is exams.
5. Goals that affect success. From the point of view of school education, the influence of examination on success is an external factor, which can stimulate and induce the generation and development of subjects' thoughts, motives and will with the help of examination content, examiner's words and deeds, examination environment and examination results, and promote them to move towards the prescribed training goals. The reason is that school examination is an important part of teaching activities, and the examination content should reflect the basic tasks of school education and the requirements of the school for talent training. Therefore, the examination is educational, purposeful and competitive, which can strengthen the learning motivation and consciousness of becoming a talent, and form the conscious behavior of pursuing the training goal. However, due to exam-oriented education, students' test scores are closely related to scholarships, the evaluation of three good students and the acquisition of various honorary titles, which leads people to pursue high marks and strengthen their purpose and competitiveness, thus ignoring the most basic educational essence of cultivating talents suitable for social development.
Three, the reform of the current examination system countermeasures
1. Establish a modern examination concept. The Central Committee of the Communist Party of China and the State Council's Decision on Deepening Education Reform and Promoting Quality Education in an All-round Way clearly pointed out: "Higher education should attach importance to college students' innovative ability, practical ability and entrepreneurial spirit, and generally improve their humanistic quality and scientific quality. "Emphasis is placed on cultivating students' ability to collect and process information, acquire new knowledge, analyze and solve problems, express in language and words, and unite and cooperate with social activities." This requires us to set up modern education concept, talent concept and examination concept, change the education concept and mode that hinder the development of students' innovative spirit and creativity, and change the education and teaching system that takes examination results as the only standard to measure educational achievements. Don't judge students simply by the difficulty, depth and test scores of courses and textbooks, but evaluate a student's comprehensive quality scientifically and comprehensively. We should abandon the traditional concept of valuing knowledge over ability, valuing testing over supervision, and evaluating and selecting talents by memorizing the quantity and quality of book knowledge and mastering the accuracy and proficiency of skills, establish the educational goal of broadening knowledge, cultivating ability and improving quality, evaluate and select talents with innovative education as the core, and supervise both teaching and learning. Guide students to think hard, be good at finding problems and asking questions. Inspire students' creative thinking, encourage students to master the methods of absorbing and creating new knowledge, and stimulate students to cultivate a sound personality, which has a scientific spirit and good psychological quality of being bold, daring, skeptical and critical.
2. Establish a scientific proposition system. Proposition is the key link of examination implementation and an important index to measure the expected goal. Therefore, the quality of the proposition directly determines the effectiveness of the examination for cultivating innovative talents. First, examination objectives and teaching objectives are organically combined to form the greatest correlation, and a series of problems such as why, what and how to take the exam are clearly solved, and different aspects and elements of innovative teaching objectives are decomposed to form independent and interrelated examination objectives. The second is to determine the weight of various teaching objectives and subdivide the course examination in two directions. The written test questions should not only have enough coverage of the course content, but also cover the determined educational goals. Bloom, an American psychologist and investigator, put forward that the cognitive field of educational goals should be divided into cognition, understanding, application, analysis, synthesis and evaluation. Combining the importance of teaching content and the time required for teaching, it is worth learning to rationally allocate the weight from the two dimensions of content and goal, appropriately increase the weight for advanced goals and promote the development of students' innovative intelligence. The third is to establish test questions that reflect the characteristics of innovation and mobilize students' interest in innovation to the maximum extent. According to different standards, questions can be divided into objective questions and subjective questions. Objective test questions, including short answer questions, true or false questions, fill-in-the-blank questions, multiple-choice questions, matching questions, arrangement questions, etc. Subjective questions include composition questions, essay questions, free reaction questions, etc. No matter what kind of test questions, there are advantages and disadvantages. When choosing test questions, we should fully understand the characteristics of different types of test questions and understand the advantages and disadvantages of various test questions. According to the content and purpose of the exam, different types of questions should be used flexibly. The key is to give full play to the best test sites for all kinds of questions.
3. Establish a scientific scoring system. Scoring is an important part of the exam and has an important influence on the quality of the exam. A student's score in a certain exam only shows his energy in the course exam, and does not represent all his energy in a certain aspect. You can't judge that this student has the corresponding intelligence level just by one exam result. There are many reasons. In addition to the influence of education, practice and environment, good health and happy mood are enough to affect the examination results. The grading system of American colleges and universities is a grading system, that is, A, B, C, D, E, etc. , A and 8 are excellent, C and D are passed, E is barely passed, F is failed, S and N are qualified and unqualified, and there are also written or oral comments from teachers. In recent years, examinations in American universities have also been reformed. In order to encourage students to learn knowledge well, some schools try not to punish them with scores. For example, Brown University uses A, B, C and "no credit" instead of "failing". Students whose grades are not up to standard will not be scored and recorded in the student report card. In this regard, a more flexible scoring method should be adopted according to the course characteristics, teaching objectives, teaching difficulty and examination questions. For example, subjective questions (essay questions, thesis questions) adopt relative scoring method and grade scoring method; Objective questions (true or false questions and multiple-choice questions) adopt accurate scoring method and quantitative scoring method. At the same time, the evaluation of students' grades is comprehensive, and the final exam, usual exam, social practice, study discipline and classroom speech are comprehensively recorded in students' grades according to a certain proportion. Allow students to retake the exam and re-select courses to eliminate the negative impact of an exam on the overall situation.
It is not easy to establish an examination system that adapts to the cultivation of innovative talents, and it takes a long process. In exam-oriented education, the evaluation of teaching effect is relatively direct, easy to standardize, transparent and fair. However, in innovative education, it is quite difficult to test and evaluate students' knowledge and ability correctly and fairly. This is because creativity itself has the characteristics of diversity, multi-dimension and multi-quality. Therefore, we should not completely deny the traditional examination system, but should reform the existing examination to facilitate the cultivation of innovative talents.