Educational evaluation can be extended to all aspects of education. Macro-level involves educational objectives, educational structure and educational management system. At the middle level, it includes teachers, school conditions, school work and so on. At the micro level, it mainly focuses on students' learning and development. In primary education activities, the evaluation of students' development, teachers' teaching quality and curriculum and teaching materials are the most important evaluation activities. In addition, it is also common to diagnose the special problems existing in schools, evaluate teaching reform experiments and evaluate the overall performance of schools. There are three main evaluation activities.
Student development assessment
Student development is an important indicator to measure the level of running a school. It is not only the basis for continuing education, employment guidance and teaching students in accordance with their aptitude, but also helps students to correctly evaluate themselves and understand and develop their own specialties. There are many aspects to be considered in evaluating students, the most basic ones are academic performance, behavior performance and physical condition.
Academic achievements include not only students' academic achievements in the field of knowledge, but also students' academic performance in the field of skills and emotions (that is, emotions and will). Because knowledge is updated very quickly, students mainly learn basic knowledge and lay a good foundation at school. On this basis, it is the key to cultivate students' ability to learn and use knowledge. When cultivating the ability to use knowledge, we should pay attention to the training of practical skills. Primary school curriculum emphasizes the cultivation of skills. Chinese class has specific skills requirements for listening, speaking, reading and writing. For example, using pinyin, analyzing glyphs and looking up dictionaries are the minimum skill requirements in literacy, while natural, manual and aesthetic courses focus on practical operation, physical education and artistic skills. Academic performance in the emotional field includes learning qualities such as attitude, interest, habit and appreciation. When evaluating students' academic performance, knowledge and skills are only the result of learning, while attitudes, interests and habits reflect students' performance and characteristics in the learning process. In the context of lifelong education, the accumulation of knowledge is not the most important, and learning qualities such as loving learning and being able to learn have a greater impact on students' development. Therefore, the evaluation of academic performance in the emotional field is very important.
Behavior performance evaluation is also behavior evaluation, which is used to examine students' moral quality and behavior. Our country is in the period of economic transformation, and there is a common phenomenon that schools emphasize intellectual education and ignore life and moral education. Conduct evaluation should examine the characteristics and performances of students in moral cultivation and personality characteristics, such as politeness, diligence, enterprising spirit, gregarious, public morality, simplicity, collective consciousness, sense of responsibility and social adaptability. A good conduct review is not comprehensive, but should reflect the unique characteristics of students. When evaluating the behavior of primary school students, we should tap the advantages of students and put forward suggestions for further improvement and improvement.
The contents of physical condition evaluation include physique, physical strength, energy, health habits and good lifestyle. Physical fitness evaluation should examine the following five aspects: (1) physical development level; (2) Physiological function level; (3) Physical fitness and athletic ability; (4) Adaptability to external environment; (5) mental state. The physical condition of primary school students is an important aspect of all-round development, which should be given enough attention in the evaluation of student development.
The evaluation result should be a record and explanation of the whole evaluation process, not just a test score. Evaluation can examine students' performance in specific activities according to various situations. For example, to evaluate students' interest in learning, it is necessary to observe students' performance in class and make a comprehensive investigation according to the course content and students' previous learning situation. Similarly, there are various reasons for not paying attention in class. Teachers should make a concrete analysis according to the actual situation. It can be seen that the evaluation contains more information than the test results and can play a better feedback role.
(B) Evaluation of teachers' teaching quality
Teachers play a particularly important role in primary school teaching. Because of their young age, primary school students do not have strong self-study ability, and their learning interest, learning methods and academic performance are all affected by the quality of teachers' teaching. A good class is not only a basic requirement for teachers, but also a major event related to the healthy growth of the next generation. Teaching quality evaluation can make teachers clearly know their own teaching characteristics, their own strengths and weaknesses, so as to foster strengths and avoid weaknesses; It can also provide opportunities for new and old teachers to learn from each other and promote the growth of young teachers.
When evaluating teaching quality, we must first determine the evaluation criteria, which should be clear, specific and relatively independent, and can comprehensively measure all aspects of teaching.
Babanski, a famous educator in the Soviet Union, believes that the quality of teaching can be measured from the following aspects: (1) the feeling of new things; (2) Educational discretion; (3) knowledge of this subject; (4) Developing students' thinking; (5) Cultivating students' general learning skills; (6) Cultivate students' interest in the subject; (7) Teaching students in accordance with their aptitude; (8) Organize extracurricular activities. Zhang Yutian et al., School Education Evaluation, pp. 142 ~ 146.
When evaluating teaching quality, different schools may choose different evaluation criteria, but basically they will involve the following aspects: (1) the completion of teaching objectives; (2) Students' classroom participation; (3) content arrangement; (4) Teaching methods; (5) language expression; (6) the implementation of teaching principles. Specific to every aspect should also be specific. For example, "students' participation in class" may consider the following characteristics: being able to keep up with teachers' ideas, being positive in thinking, being good at asking questions or having original opinions. For example, the evaluation criteria of teaching methods can be refined to table 12? 3。
Table 12-3 teaching method evaluation index WU GANG: Basis of Modern Education Evaluation, Lin Xue Publishing House, 1996, p. 266.
Evaluate the standard content level of 1 Effective use of heuristic principles in teaching (this paper does not depend on how much the teacher talks, but how to talk and how to effectively use heuristic principles).
2. The classroom teaching atmosphere is active and students learn something.
3. Give full play to the role of teaching AIDS and demonstration experiments, teach intuitively, or create a perceptual environment for students to learn actively.
4. Being able to explain the concept in simple terms and guide students to deepen the concept of Excellence can basically achieve the above points. 1.3 the evaluation of the teaching quality of teachers who are not as average or poor includes the evaluation of experts, peers and students and self-evaluation. Modern educational evaluation emphasizes that teachers should strengthen their self-evaluation consciousness and strengthen the forming function of evaluation. In self-evaluation, teachers should be good at self-evaluation and find out their own advantages and disadvantages. As a young teacher, there are inevitably some problems in teaching. If you are good at introspection, problems can be turned into motivation. When carrying out evaluation activities, schools should also pay attention to the consultation and feedback of evaluation results in order to alleviate teachers' psychological worries.
The quantitative evaluation of teachers' teaching quality can reflect teachers' teaching level to some extent, but its forming function is not very strong. In the practice of primary school teaching, the quality of teaching is often evaluated through in-depth communication such as attending classes and evaluating classes. The course evaluation is not limited to fixed evaluation indicators, but can analyze the characteristics and problems of teaching in combination with specific situations. For primary school teachers, class evaluation is a very important ability, because class evaluation is a part of teaching routine.
Curriculum and textbook evaluation
Curriculum and teaching materials are easily neglected in educational evaluation. In fact, curriculum is the basis of school teaching reform. Only by analyzing and judging the teaching materials can the arrangement of teaching content be more reasonable. If we don't start with the curriculum, it is difficult to deepen the teaching reform. When we judge that school education values intelligence over ability and criticize that the quality of education is not high, have we ever thought that the first thing to review is whether the curriculum and teaching materials are appropriate?
In conducting a comprehensive review of the school curriculum, the Education Department of Hong Kong raised the following questions. Curriculum Development Institute of Hong Kong Education Department: Proposals for the reform of the whole-person examination in Hong Kong school curriculum, document 1999, p. 3.
1. What should our students learn in the future?
2. How should students study to learn better?
3. What inspiration have we got from the past curriculum development experience?
4. How to change the current curriculum so that our students can learn better?
Although comprehensive curriculum analysis and summary can not be completed by a single teacher, thinking about the above issues will affect teachers' educational concepts. When evaluating courses and textbooks, teachers' opinions will be taken seriously, because teachers know the students' views on the course content best and the difficulty of dealing with textbooks best. For example, when evaluating Chinese textbooks, researchers can ask teachers to comment on the content, organization, practical activities, auxiliary materials and appearance of the textbooks. Specific to every aspect, evaluation criteria should be given. For example, the evaluation criteria of content are: appropriate depth, student-oriented, suitable for students' life experience and able to arouse students' interest in learning. For another example, the evaluation criteria of Chinese practice are: the exercise questions can meet the teaching focus, the depth configuration is appropriate, enlightening and interesting. Huang et al. Report on the Research and Development Plan of Chinese Curriculum and Teaching in Primary and Secondary Schools in Hong Kong, The Chinese University of Hong Kong, 1998. Teachers have a great say in these issues.
In the teaching process, teachers can also evaluate micro-courses or textbooks. Such as whether the teaching content is appropriate and whether the particularity of rural areas or ethnic minority areas is considered; Whether the requirements of Chinese textbooks for listening, speaking, reading and writing are appropriate; What are the difficulties in dealing with teaching materials? In short, teachers' problems in teaching can be evaluated.