Because the goal, content and activity mode of comprehensive practical activity course are different from those of subject courses, the evaluation of comprehensive practical activity course has its particularity. Its basic ideas are mainly embodied in:
develop
Evaluation is an educational process, a process of consultation and co-construction between teachers and students, a process full of democracy and equality, and a process of finally implementing "all for the development of students". The new round of curriculum reform advocates curriculum evaluation based on process and promoting development, which is not only the reform of evaluation system, but also the reform of evaluation concept, evaluation methods and means and evaluation implementation process. The Outline of National Basic Education Curriculum Reform points out that it is necessary to establish an evaluation system with diverse evaluation methods and multiple evaluation items, and give full play to the development function of evaluation. Therefore, comprehensive practical activities, as a newly established national curriculum, also require the establishment of a developmental curriculum evaluation concept.
The development of curriculum evaluation of comprehensive practical activities is reflected in its opposition to the evaluation method of classifying students by quantitative means, advocating the adoption of "self-reference" standard, guiding students to "self-reflective evaluation" of their various performances in comprehensive practical activities, and emphasizing mutual evaluation between teachers and students and appreciation of each other's personalized performance [1]. The ultimate realization of curriculum evaluation is to serve the development of students, not the evaluation of students' development needs. Developmental evaluation pays more attention to students' all-round development in emotion, will, interest, habit and values.
(2) Holism
The holistic view of curriculum evaluation of comprehensive practical activities requires the integration of curriculum, teaching and evaluation in the evaluation, making it an organic whole and implementing it in the activities. On the one hand, students' performance and activities in comprehensive practical activities, such as research reports, models and keynote speeches, are used as the basis for evaluating their learning situation; On the other hand, we should pay attention to evaluation as an opportunity for teachers and students to learn together, provide useful information for curriculum revision and practice it in teaching.
In addition, in the selection and application of evaluation methods, we should also grasp the holistic view, pay attention to the organic combination of quantitative evaluation and qualitative evaluation, and ensure the comprehensiveness and comprehensiveness of evaluation content. The elements of comprehensive practical activities, such as research-based learning, social practice and community service, labor technology education and information technology education, more reflect students' autonomous learning activities, such as theme inquiry, project research, scheme design and operation experiment. The traditional paper-and-pencil exam can't evaluate students' performance at all. Therefore, comprehensive practical activities can only be evaluated by portfolio evaluation, discussion evaluation, student self-evaluation, etc., which are beneficial to students' development.
(3) diversification
The diversity of curriculum evaluation of comprehensive practical activities includes the diversity of evaluation criteria and the diversity of evaluation subjects. The curriculum evaluation of comprehensive practical activities emphasizes multiple value orientations, multiple evaluation standards and multiple evaluation methods. The evaluation of the comprehensive practical activity course affirms the diversified ways of students' interaction with the world, specifically, it fully affirms students' various activities, which not only allows students to have different solutions to problems, but also presents their learning achievements in various forms. Evaluators should try their best to describe students' performance in a language that students can understand, and avoid simplifying the evaluation to scores or grades.
For student evaluation, students themselves, teachers, parents, classmates and people inside and outside the school can all become evaluators. These evaluations with different subjects and different angles will be more conducive to providing rich evaluation information, and more conducive to the progress of the evaluated and the effective implementation of the course. At the same time, in the evaluation process of comprehensive practical activity course, we should attach importance to students' self-reflective evaluation, and improve students' ability of distinguishing right from wrong and self-education through their self-reflective evaluation.
process
Comprehensive practical activity is a kind of comprehensive practical course form that pays attention to students' life experience. It is different from the subject courses that focus on the logical presentation and teaching of knowledge, but it is not limited to course teaching, and pays more attention to students' practice and activities, such as expanding the time and space of learning and letting students enter nature and society. In independent inquiry, students constantly reflect, discover and solve problems, and cultivate and exercise their innovative thinking and practical activities. Therefore, the fundamental purpose of comprehensive practical activity curriculum evaluation is to continuously improve students' learning and actively advocate dynamic and process evaluation.
The evaluation of comprehensive practical activity course should attach importance to the evaluation of students' activity process, and the content of students' evaluation should include students' performance in the activity process and how they solve problems. Even if the final result is failure as planned, or the so-called "scientific" conclusion is not reached, as long as students have formed a certain understanding of nature, society and self and gained practical experience and experience, they should give positive comments and attach importance to the valuable experience gained by students in this process. By affirming the value of its activities, we can create a successful experience situation.
The evaluation of comprehensive practical activity curriculum is not only the relative end point of activity, but also the continuous starting point of activity, and it is also the cyclic process of activity. The evaluation of comprehensive practical activity curriculum is not only conducive to changing educational concepts and promoting students' all-round development, but also conducive to tapping teachers' potential and promoting teachers' all-round quality improvement.