How to discuss the problems existing in traditional examination evaluation and give suggestions?

① The evaluation subject is relatively simple.

Evaluation is almost limited to teachers' evaluation of students, and there are few students' evaluation of students, students' evaluation of teachers, students' self and teachers' self. The subject and object of evaluation are single and insufficient.

② The evaluation method is monotonous.

The evaluation of students' academic performance is generally limited to the results of tests and examinations, or the simple oral expression of correct and incorrect judgments in class, and can not be evaluated according to the age characteristics of students, the characteristics of teaching content and the diversity of teaching organization forms. Such as the combination of test scores and oral descriptions, the combination of quantitative tests and qualitative tests, and the establishment of student learning records.

③ The evaluation method is lagging behind.

After the new curriculum reform, we are required to seek better methods to evaluate students' academic performance. The third is the continuation of the unified pattern. Lack of flexibility, impartiality and objectivity, it is impossible to evaluate the school characteristics and teachers' teaching art. Students are basically in a passive position, their self-esteem and self-confidence are not well protected, and their subjective initiative is not well exerted.

④ The evaluation content is one-sided.

In traditional teaching, teachers' evaluation of students' academic performance is usually limited to the knowledge level. Even if it involves the cultivation of ability, it is understood by some teachers as the cultivation of problem-solving ability, and the essence is still the category of knowledge. However, there is a lack of evaluation of the formation process of knowledge, its implicit thinking method and experience in the process of acquiring knowledge; On the other hand, it lacks a deep understanding of emotional attitudes and values.

⑤ The evaluation function is low.

The traditional academic evaluation takes serving the selection and screening as its main purpose and function, and divides students into three grades. For a long time, students queuing through scores has caused many adverse effects on students' physical and mental development, which violates the laws of education and the physical and mental development of teenagers.

In other words, evaluation has not played a positive role in the formation of students' knowledge and ability, and is not conducive to the development and coordination of students' non-intellectual factors.

suggestion

Under the new curriculum concept, the requirement for ordinary middle schools is to make students have certain hierarchy and selectivity on the premise of meeting the basic requirements. Reflected in students' learning, students can choose certain academic courses suitable for them according to their interests, abilities and hobbies on the premise of meeting the basic requirements.

So as to "become a person with rich knowledge, good health and noble morality, and a person with distinctive personality." Therefore, the academic evaluation of middle school students can no longer be based on the level of "scores".

On the premise that students meet the basic requirements in their studies, they should be evaluated according to their family and social background, their own wishes, interests, abilities and development direction, so as to highlight the differences and teach students in accordance with their aptitude to the maximum extent.