"All human activities are to discover value, create value, realize value and enjoy value. And evaluation is the fundamental way for human beings to discover and reveal value. " In the history of curriculum research, Ralph, a famous American curriculum scientist, was the first to incorporate curriculum evaluation into the process of curriculum development and make it one of the core links of curriculum development. Tyler. In Taylor's masterpiece Basic Principles of Curriculum and Teaching published by 1949, curriculum evaluation is regarded as one of the four basic problems in curriculum development, which makes the research on curriculum evaluation an important content in the field of new curriculum research. Since Taylor, the field of curriculum evaluation has experienced several generations of evolution from value orientation to operation mode, and each evolution directly reflects the changes in the whole curriculum field; Every evolution also shows that human beings are constantly getting rid of blindness and passivity and moving towards consciousness and initiative, which indirectly reflects the development track of the spirit of the times.

Looking closely at history and culture, since the second half of the 20th century, the world cultural pattern has also undergone fundamental changes, showing the development trend of cultural diversity and cultural relativism. The focus of art education reform in the world is on open, interactive and diversified art courses, and art, as the main course of art education in primary schools, corresponds to this trend, and its research direction is also concentrated in this direction. 2 1 century, China's art education should not only inherit the achievements of art education in other countries, but also maintain its own characteristics of art education. At the same time, it should build a new pattern of art education that conforms to China's national conditions and has the characteristics of the new era. The new round of basic education reform takes the change of curriculum evaluation concept as an important hub. The new curriculum pays more attention to the concept of students' development, the content of art education is constantly updated, and the evaluation of art education is also facing new challenges. Art education based on quality education should also pay more attention to the possibility of each student's development. The Outline of Basic Education Curriculum Reform (Trial) clearly points out that it is necessary to establish an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic performance, but also discover and develop students' potential in many aspects, understand students' needs in development, help students know themselves and build their self-confidence. Give full play to the educational function of evaluation and promote the development of students at the original level.

Second, the research motivation

To improve the quality of art teaching activities and ensure the implementation of the concept of basic education curriculum reform, it is inseparable from evaluation. Evaluation is not only a means of communication between individuals, but also a necessary means of communication between groups. Undeniably, the process of art teaching is actually a bilateral exchange activity between teachers and students. Accurate evaluation of students' learning reflects teachers' teaching level. This form of learning feedback-academic evaluation will promote the formation of a virtuous cycle mechanism between teaching and learning, thus fully and accurately embodying the art education thought. Therefore, how to carry out job evaluation has become an urgent problem for us to solve.

Judging from the evaluation criteria, there are various evaluation methods for art homework. In teaching, most teachers often use classroom evaluation methods, such as students, teachers and students' comments. As an indispensable link in art teaching, it is very necessary, but we should also see that due to the limitation of classroom teaching time, it is difficult for classroom evaluation of art homework to take care of every student, especially the emotional and psychological problems contained in the homework. Especially in the face of the specific situation of some large classes, only three to five minutes of homework is evaluated in a limited classroom. Therefore, in the usual teaching activities, besides classroom evaluation, correcting students' art homework in the office is the main way for most teachers to evaluate students' art homework. This evaluation method belongs to the static evaluation of students' learning practice results, with a certain degree of teachers' subjective consciousness. Therefore, it is very important for teachers to communicate objectively and equally with students through homework in evaluation.

From the evaluation results, it is found that many teachers often correct students' homework, and some even don't correct or approve it. If you score, it's over. As for that score, how to score it? Why do you play like this? Most teachers don't give students a clear explanation outside the grade. What's more, they will tear up some homework that they think is bad, and some even in front of students. Undoubtedly, this behavior has seriously dampened students' enthusiasm for learning. People's lack of communication, understanding, emotional factors and clear guidance in homework evaluation is a disrespect for students' labor achievements and students themselves, which is contrary to the "people-oriented" educational thought advocated by curriculum standards.

Third, the definition of the topic

As far as the current situation is concerned, when it comes to "evaluation", most people equate it with "judgment"

Concepts such as "value". The evaluation of students' homework proposed in this topic refers to the process of judging the value or characteristics of students' learning plans, activities and results in a certain way. However, to grasp its accurate meaning, we must combine several specific issues, including: learning plan, activities and results, that is, evaluation content; Learning subject and its psychology, that is, the problem of evaluation object; On the issue of value or characteristics, evaluation criteria will soon be involved; As for the methods and approaches of evaluation, the specific problems are interrelated and mutually restricted, forming an organic whole, so the concept of "evaluation+grade academic evaluation system" is put forward.

In view of the fact that art teaching spans multiple grades, we advocate evaluating according to specific learning tasks, supplemented by other learning evaluation models. In fact, it is also a comprehensive, holistic and reasonable summary of the current development trend of students' art learning evaluation field, and at the same time, a new evaluation model and method are born through practice and research.

(A) theoretical basis

1. Multiple intelligence theory. This is Howard, an American professor of cognitive education. Gardner suggested it. The theory of multiple intelligences emphasizes pluralism, and holds that human intelligence structure consists of seven elements, and different combinations make each person's intelligence structure have its own characteristics and various forms of expression.

2. Teaching theory points out that evaluation is an indispensable part of the whole teaching process. Bloom once made an incisive exposition on evaluation: evaluation is a demonstration method to obtain and deal with the effectiveness of education to determine the level of students. B evaluation includes more kinds of evidence in the general final exam. C evaluation is used for each step of the process. It can be seen that we should advocate the process and result of evaluation as the source of motivation for students to continue learning.

3.Uslow's hierarchy of needs theory points out that every child has the need to belong, respect and realize himself. The child's sense of identity comes from the evaluation of him from all sides. Every child wants to be the best. If their needs are not met, they will feel disappointed and depressed.

(B) Research significance

To sum up, the proposal and establishment of this topic are also based on four different needs: students' psychological needs, parents' understanding needs, school teaching needs and social development needs. We believe that its practical significance is also reflected in the following aspects:

1. Evaluating students' homework with "comments+grades" conforms to the psychological characteristics of primary school students and is conducive to creating a good learning atmosphere. It can stimulate students' enthusiasm for art learning, promote students' better development, and cultivate students' independent learning attitude and positive learning emotion. At the same time, it is also convenient for parents to understand their children's art learning more clearly, comprehensively and deeply.

2. The project practice and research process can promote the art teachers in our school to actively participate in the research and practice of teaching reform and improve their educational and scientific research ability.

3. In this process, the practice and research of students' art homework are evaluated in the way of "comments+grades", which provides scientific and operational basis for teaching decision-making.

Fourthly, the research summary of similar topics at home and abroad.

After consulting a large number of documents and other materials, it shows that; There are few academic works on academic evaluation and curriculum evaluation, but there are signs of "great education", and the research on "art academic evaluation system" has not been appreciated so far. Therefore, the topics and monographs on the construction and research of art evaluation system in primary and secondary schools in the new curriculum are still unpopular in China.

Verb (abbreviation of verb) is the content and expected goal of research.

The specific research content and expected goal of this topic are:

(A) Research content

1. Construct a diversified conduct evaluation model.

Conduct evaluation is an important part of educational evaluation. Evaluation itself is an operational process. Of course, there can be no single method, and a multi-level and multi-angle evaluation system is needed. The correctness of evaluation is closely related to the scientificity and diversity of evaluation methods. With the reform and development of comments, the role of comments has become increasingly prominent. Therefore, under the guidance and promotion of scientific and correct "baton", the evaluation of the educated is no longer a simple and blunt qualitative text at the end of last semester, but a diversified direction.

① Subjective evaluation and objective evaluation

The so-called subjective evaluation is also called self-evaluation. According to a certain evaluation index system, students make subjective evaluations on their own learning, personality and communication, so as to complete the corresponding evaluation tasks. Subjective evaluation should be the most important and commonly used evaluation method. Students' subjective self-evaluation is an effective means of positive self-feedback, self-appreciation, self-summary and self-adjustment. Secondly, subjective evaluation is carried out on a highly conscious and positive basis without external pressure, which can protect and stimulate the self-esteem and self-confidence of the evaluated person.

Students' subjective evaluation is often more in-depth and appropriate, but self-evaluation is often limited by the identity of the evaluator. The viewpoint, content, standard and effect of evaluation are strongly subjective, and there is no objective standard. If there is a big difference between subjective and objective, it will inevitably affect the accuracy of evaluation. Therefore, teachers should organize students to conduct objective, fair and comprehensive group evaluation or teachers' comprehensive evaluation on the basis of students' self-evaluation, so as to make up for the limitations of self-evaluation and make students' conduct comments have their own subjective understanding and objective evaluation by classmates and teachers.

② Relative evaluation and standard evaluation

Relative evaluation refers to comparing each student's situation with the evaluation requirements according to certain evaluation requirements, so as to determine the level reached by each evaluated student and realize the evaluation purpose. This kind of evaluation has many advantages, which can comprehensively evaluate the height reached by each student, determine their position in the group, and at the same time allow students to objectively see their own strengths and weaknesses and stimulate a positive sense of competition. This evaluation method can make different evaluation criteria according to different grades. However, the evaluation is relative and has a great weakness of "comparing".

Standard evaluation is a relatively absolute evaluation, which tells students clear objective standards, such as: "You are an art lover, you have excellent artistic achievements, you know how to express your feelings in works of art, and you know how to describe what you see and hear." Standard evaluation makes the appraisee only know whether he has reached a certain standard, but not his position in the group.

③ Qualitative evaluation and quantitative evaluation

Qualitative evaluation is a method to evaluate students' learning quality, which is characterized by a comprehensive and in-depth investigation and analysis of students' learning appearances, and then reveals students' basic characteristics, the realization degree of learning goals and learning effects. Qualitative evaluation is often expressed in the form of comments, reflecting the established nature of students' learning. The advantage is that the method is relatively simple, and the evaluator evaluates according to his usual intuition and rational analysis, but it is completely limited to the evaluator's teaching experience and knowledge, with strong subjectivity and insufficient objective basis.

Quantitative evaluation is also a method to evaluate the quality of students' learning, mainly using statistical principles to examine the collection and accumulation of students' learning. Although the operation is complicated, it is more objective and scientific to have specific data as the basis for analysis and evaluation.

④ Process evaluation and result evaluation

The process evaluation of students' education means not only relying on the measurement of students' results, but also paying attention to observing and recording the progress of each link in the learning process to evaluate the advantages and disadvantages of each learning period or learning step itself. For example, if a student studies hard for a period of time just after the start of school, and the learning effect is very good, but his later study is lax and the effect is poor, then his learning process will be reflected in the evaluation.

Performance evaluation mainly depends on students' final academic performance. Although this result is very important, it cannot be used as the only basis for us to evaluate students. Because it is necessary to examine how students get good grades, but also how students get good grades in the learning process. In practice, process evaluation and result evaluation are complementary and indispensable.

In order to improve the evaluation quality and make students' behavior comments reflect students' various situations comprehensively, objectively and fairly, it is necessary to establish a scientific, fair and pluralistic modern evaluation system. We should make good use of the lever of evaluation, be brave in exploration and actively innovate. As a young teacher, how to effectively monitor, dissect, collect and use relevant information on students' educational process and results, and make an accurate judgment and evaluation on students' learning efficiency and quality, I feel that there is a long way to go, and I am willing to continue to explore and study this topic.