What are the problems in the evaluation of Chinese studies curriculum and what are the improvement measures?

① Evaluation dysfunction: too much emphasis on screening and selection, ignoring the essential function of evaluating students' development. For example, examination, as an evaluation method, aims to test the teaching process and promote the development of teachers and students. Due to the over-emphasis on the traditional evaluation of screening and selection, the relationship between evaluation and teaching has been reversed, and the examination has been alienated into a purpose. Schools, teachers, students and parents have deviated from the educational purpose of promoting people's all-round development around scores. ② One-sided evaluation content: paying attention to written knowledge, ignoring comprehensive quality, paying attention to results, ignoring process and method, emotional attitude and values. Traditional evaluation focuses on the knowledge as the object, not the students themselves, and the mastery of knowledge has become the only criterion to measure teaching. Traditional teaching evaluation focuses too much on the results of learning activities and ignores the progress and efforts of evaluators. Knowledge-based makes teaching evaluation go astray, leading to high scores and low energy, boring reading and rote memorization. ③ The evaluation method is single: weight fraction and lightweight evaluation. Traditional teaching regards examination as the only evaluation method, and the quality of teachers' education is mainly based on students' achievements. Teachers and students pay the most attention to the quantification of written test and scores, but ignore the qualitative evaluation methods such as interview, listening, oral expression test and practical activity test besides written test. ④ The status of the appraisee is passive, and the relationship between the appraisee and the appraisee is tense and antagonistic. Teaching evaluation does not see that teaching activities are dual-subject activities, which separate the integrity and unity of teaching and learning. The evaluation of students is rarely democratic, which ignores the pluralistic and multi-directional value of evaluation subjects, especially the value of students' self-evaluation, mutual evaluation and parents' participation in evaluation.