Evaluation management of new curriculum reform

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.

Establish an evaluation system to promote teachers' continuous improvement. Emphasis is placed on teachers' analysis and reflection on their own teaching behavior, and an evaluation system based on teachers' self-evaluation and involving principals, teachers, students and parents is established, so that teachers can obtain information from various channels and continuously improve their teaching level.

Establish an evaluation system to promote the continuous development of the curriculum. Regularly analyze and evaluate the situation and problems existing in the implementation of school curriculum, adjust the curriculum content, improve teaching management, and form a continuous curriculum innovation mechanism.

Continue to reform and improve the examination system.

In areas where nine-year compulsory education has been popularized, primary school graduates are admitted to the nearest school without examination. Encourage local primary and secondary schools to organize their own graduation exams. To improve the junior middle school examination management system, we should strengthen the connection between examination content and social reality and students' life experience, attach importance to examining students' ability to analyze and solve problems, and implement open-book examinations in some subjects. The reform plan of senior high school graduation examination shall be formulated by the provincial education administrative department. Where examinations continue, it is necessary to highlight the nature of proficiency tests and reduce students' test burden.

The reform of college entrance examination system should be linked with the curriculum reform of basic education. It is necessary to strengthen the examination of students' ability and quality, reform the contents of the college entrance examination, and explore the examination selection methods that provide multiple opportunities, two-way selection and comprehensive evaluation according to the principles that are conducive to the selection of talents in colleges and universities, the implementation of quality education in middle schools, and the expansion of the autonomy of colleges and universities.

The examination proposition should be based on the curriculum standards, and the phenomenon of off-topic and strange questions should be eliminated. Teachers should make specific analysis and guidance on each student's exam, and should not publish the students' exam results, and rank them according to their exam results. In order to ensure and promote the requirements of different regions, schools and students for courses, curriculum management has been implemented at national, local and school levels.

The Ministry of Education generally plans the basic education curriculum, formulates the basic education curriculum management policy, and determines the national curriculum categories and class hours. Formulate national curriculum standards and actively try out a new curriculum evaluation system.

The provincial education administrative department shall, according to the national curriculum management policy and the local actual situation, formulate the plan for implementing the national curriculum in this province (autonomous region or municipality directly under the Central Government), plan the local curriculum, report it to the Ministry of Education for the record and organize its implementation. With the approval of the Ministry of Education, provincial education administrative departments can independently formulate curriculum plans and curriculum standards for use within the province (autonomous regions and municipalities directly under the Central Government).

While carrying out national and local courses, schools should develop or choose suitable courses according to the specific situation of local social and economic development, combined with their own traditions and advantages, and students' interests and needs. Education administrative departments at all levels should guide and supervise the implementation and development of courses, and schools have the right and responsibility to reflect the problems encountered in the implementation of national and local courses.

Teachers' colleges and other institutions of higher learning and training institutions that undertake the task of training basic education teachers should adjust their training objectives, specialty settings and curriculum structure and reform their teaching methods according to the objectives and contents of basic education curriculum reform. The continuing education of primary and secondary school teachers should focus on the curriculum reform of basic education.

The local education administrative department should make an effective and continuous teacher training plan, and the teacher training institutions should take the training necessary for the implementation of the new curriculum as the main task to ensure that the training work is synchronized with the promotion of the new round of curriculum reform.