The new curriculum concept of classroom teaching evaluation should pay attention to what 83

The core concept of the new curriculum is for the development of each student, teaching evaluation as an important part of teaching its starting point and destination should also be to promote human development. Therefore, in the new curriculum environment, the teaching curriculum environment, teaching evaluation must change to a single learning outcome as the only measure of good or bad teaching, evaluation of light selection and screening of a single function, highlighting the process of learning and in the process of showing the development of emotions, attitudes, values and other aspects.

"Curriculum evaluation is the process of describing and judging the value of curriculum programs, activities and their results, etc., according to certain criteria and in a certain way. It should include two aspects, namely, the evaluation of student learning and the evaluation of the curriculum itself, that is, the evaluation of the teacher two parts, is the organic unity of these two parts." In this paper, we will talk about the evaluation of student learning.

I. The drawbacks of traditional student evaluation:

For a long time, in the evaluation of language courses there are many shortcomings in the evaluation of the one-sided purpose of the evaluation, evaluation of the narrow scope, evaluation of a single means of evaluation, evaluation of the main body of the limitations and so on. In the implementation of the specific process of evaluation, there are also widespread simplification, but quantitative and other drawbacks. Its main performance in the following aspects:

One is to overemphasize the role of students' academic performance in the evaluation of students' academic performance as a measure of learning outcomes, evaluation of the merits of specific curricular programs as the only indicator of the test and evaluation. This is inseparable from the tendency to "unilaterally pursue the rate of advancement" that has developed over the years. In the school's work closely around the "advancement" of this baton atmosphere, it will naturally appear this tendency to test instead of evaluation; and this old concept in people's minds y rooted in the existence of people tend to consciously look at the evaluation of such a way, and choose to evaluate the method to be compatible with it.

The second is to overemphasize the quantitative means of evaluation and ignore the study of qualitative evaluation. The use of quantitative methods in course evaluation is certainly important, but it does not mean that only quantitative methods can reflect the essence of the course. The fact is just the opposite, if over-emphasis on quantitative methods to the exclusion of other methods, or even qualitative methods as simplistic, unscientific methods, will inevitably lead to the evaluator to choose less and less ways, and can get the evaluation of less and less, and ultimately make the evaluation into a cul-de-sac.

Third, as the main body of learning students are excluded from the evaluation process, they can only act as the object of evaluation, and can not participate in the evaluation process. For example, in the previous examination evaluation, only the teacher test design, marking and analyzing test papers, resulting in the evaluation process into a one-way evaluation activities only teachers involved. This makes the results of evaluation very limited. And any kind of lack of comprehensive and objective evaluation results will have a negative impact on students' learning.

Second, the new curriculum reform advocated the concept of student evaluation:

1, "Basic Education Curriculum Reform Outline (for Trial Implementation)" clearly pointed out that: to change the curriculum evaluation over-emphasis on the function of screening and selection, and to give play to the evaluation of the function of promoting the development of students, teachers to improve and to improve the practice of teaching; the establishment of the evaluation system for the promotion of the all-round development of students. Evaluation should not only focus on students' academic performance, but also discover and develop students' potential in various aspects, understand students' needs in development, and help students recognize themselves and build self-confidence. Give full play to the educational function of evaluation, and promote the development of students at the original level; continue to reform and improve the examination system, the content of the examination should be strengthened with the social reality and the students' life experience, and attach importance to the examination of the students' ability to analyze and solve problems, and some disciplines can be implemented in the open-book examination.

2, "the Ministry of Education on actively promoting the reform of primary and secondary school evaluation and examination system" clearly pointed out: "primary and secondary school evaluation and examination system reform of the fundamental purpose is to better improve the overall quality of students and teachers' teaching level, for the implementation of quality education in the school to provide a guarantee. Give full play to the function of evaluation in promoting development, so that the process of evaluation becomes a process of promoting the development and improvement of teaching." Therefore, the reform of student evaluation should comprehensively implement the Party's education policy, comprehensively evaluate students and development in terms of morality, intelligence, physical fitness and aesthetics, so as to adapt to the requirements of the development of quality education, push forward the reform of the basic education curriculum, reflect the concept of the new curriculum, and be people-oriented and oriented to all students. Through the evaluation of the students to understand themselves, discover potential, build self-confidence, healthy growth.

Three, the new curriculum concept of student evaluation should follow the principles:

(a) Evaluation of the principle of the process of student development:

The previous student evaluation only focus on the students' "knowledge and ability", and ignored the students in the process of acquiring "knowledge and ability" in the "knowledge and ability" of the students. Therefore, under the new curriculum concept, the evaluation should focus on the process of students' growth and development, and the evaluation and recording should be carried out throughout the daily teaching and learning behaviors, paying attention to the students' progress and changes in the learning process, and giving timely evaluation and feedback. Organic combination of daily evaluation, stage evaluation and final evaluation, so that the evaluation of students really become a process evaluation. Evaluation should not only focus on the results, but also on the process of development and change. In order to better follow the principle of evaluating the process of student development, truly reflecting the new curriculum, "knowledge and ability, process and method, emotional attitude and value" of the three-dimensional relationship, we use "student growth record bag" to focus on the process of student development.

"Student Growth Record Bag" is a collection of information that reflects the process and results of students' learning, including students' self-evaluation, best work (record of grades and various works), records of social practice and public welfare activities, records of sports and cultural activities, teachers, classmates, observations and evaluations, information from parents, exams and tests, and so on. Exam and test information, etc. Growth record bag can record students in the learning process of the methods used, the attitude adopted, the emotional experience triggered, so the little by little can make the evaluation of students more comprehensive and more specific, the students' lifelong development is also more favorable. "Student growth record bag" is an important part of the developmental student evaluation, is parallel to the teaching process is equally important process. We should fully recognize its positive effect on student development and strengthen the management of evaluation and records.

(ii) the principle of participation and interaction of the subject of evaluation:

Students are the main body of learning. In the process of learning to feel the most