[Analysis of the present situation of comprehensive quality evaluation of primary and secondary schools] Comprehensive quality evaluation of primary and secondary school students in Anhui Province

Implementing comprehensive evaluation of primary and secondary school students' quality is an important content of the new curriculum reform, and its role and significance are self-evident under the background of the new curriculum reform. Based on educational practice, this paper summarizes the existing problems in comprehensive quality evaluation at present and puts forward some suggestions, hoping to help the reform of comprehensive quality evaluation in primary and secondary schools.

I. Existing problems

First of all, conceptually, both parents and teachers put scores first and take students' scores as the only criterion for evaluating students. The measures taken by the school to rank teachers according to students' grades have also caused great pressure on teachers; In society, parents are under great pressure. Influenced by the current environment, they show a high desire for achievements. Parents' needs are the biggest obstacle to prohibiting all kinds of make-up classes during holidays.

Secondly, in the concrete implementation of comprehensive quality evaluation, there is a phenomenon that the reward method formulated by the school is out of touch with the comprehensive quality evaluation of students. Theoretically speaking, the school's encouragement to teachers embodies the school's educational philosophy. Reward methods should serve the new curriculum reform and encourage teachers to comprehensively evaluate students' quality. However, most schools don't have any reward methods related to this, or the reward methods are too simple, and rewards and punishments are still implemented according to students' test scores. This directly affects teachers' rewards and punishments for students.

This has produced three phenomena: first, there are more rewards and less material rewards. Although the certificate clearly says "encourage with capital", there is generally no "capital". When there is "endowment" encouragement, it is still the time when the test results are issued. I don't mean to emphasize the need to encourage students materially, but our rewards are still focused on the standard of grades; Second, all kinds of rewards in the class are exchanged for grades, evaluation grades exchanged for test scores, and other rewards exchanged for test scores. This still reflects the thinking that grades determine everything; Third, there are few rewards for students' other highlights except grades. In this regard, Ningjin Middle School has made a more active exploration. They reward those students who have bright spots according to the specific situation of each class. Those who work well are rated as labor stars, those who work hard are rated as diligence stars, and those who sing well are rated as literary stars. There are many kinds of "stars" and many advantages, which can be described as "the stars shine". The school changed the traditional model of setting honorary titles first and then evaluating them according to standards, but adopted the method of drawing up titles according to students' bright spots to affirm students' advantages. This is worth learning.

Third, evaluation is only an evaluation, which does not reflect its feedback function. Comprehensive evaluation of quality is not the purpose. Although there are essential differences between comprehensive evaluation and score, their feedback significance is the same. According to the periodic evaluation, we should make appropriate adjustments to the work, find problems and formulate solutions. But in fact, we just put those comments in the students' folders.

Second, thinking and suggestions

The internal reason why quality education is difficult to implement is closely related to the current social atmosphere of quick success and instant benefit. Parents need their children to win in the examination room. This has undoubtedly become an embarrassing situation faced by schools at all levels. Once they fail to produce satisfactory test results, they will face accusations and criticisms from countless parents.

Therefore, in order to truly implement the comprehensive evaluation of students' quality, teachers and parents must change their educational concepts, otherwise these comprehensive evaluation systems can only become a mere formality. Practically speaking, teachers and parents of students should have three understandings: first, they should have a long-term vision and be responsible for the whole study and life of students; We should look to the future and cultivate and maintain students' interest in learning. Teachers should cherish students' interest and enthusiasm in learning, which should be highlighted in the comprehensive quality evaluation. People are never too old to learn, so, in many cases, learning is a lifelong thing. The internal driving force that can make a person's learning road go further is the interest in learning cultivated by the individual in his youth. Teachers and parents must understand that life is a marathon, not a 100-meter race. To see the stamina of students, we should be responsible for their further study.

Second, don't exhaust your resources and fish, and the intelligence of primary school students should not be over-developed prematurely. Many parents have been taken in by the remedial classes and deceived by the slogan "Don't let children lose at the starting line". The purpose of remedial classes is to pursue economic benefits. They grasp parents' psychology, cater to their needs and encourage parents to send their children to various counseling institutions. It's a 100-meter race, but our children have to run all their lives. Try your best at the start, even if you are mentally and physically overdrawn, you can't win. Facts have proved that premature over-exploitation of intelligence is very unfavorable to children's long-term development.

Third, there is not only one way for students to become talents. At the beginning of the founding of the People's Republic of China, the only way out for rural children to get rid of the fate of digging in the soil was to study and go to college. If you are admitted to the university, you will have an iron rice bowl when you are assigned a job, and you can be carefree for a lifetime. Today, it has evolved into the idea that only by being admitted to a famous university can you have a good job. However, the situation has changed fundamentally now. First of all, the current social division of labor is becoming more and more detailed, and there are many derivatives in the industry, which can no longer be summarized in 360 lines. Moreover, from the employment situation in recent years, technical talents have become scarce talents, far more sought after than graduates from famous universities; Secondly, the word "iron rice bowl" is gradually fading out of China's historical stage; Thirdly, from the educational concept, finding a good job to make money is not the direct purpose of education. Cultivating a healthy mind, forming a stable and sound personality and improving the overall quality of the people are more universal significance of education. Whether a person is successful or not has nothing to do with the graduation school. Those successful people are often people with strong perseverance, persistent pursuit and sound mind, and a person's comprehensive quality is the premise of his success.

In the evaluation system, we should not only pay attention to how children grow up, but also guide them to grow up healthily. We should establish a multi-level and multi-category evaluation system. The evaluation of the growth record and level presented in written materials should reflect the principle of encouragement and guidance, which belongs to explicit evaluation. In addition, teachers should pay attention to their own "hidden" evaluation of students in daily teaching and life, and teachers' speech attitude after class will bring great psychological influence to students. Think about how much spiritual encouragement the teacher's positive and appreciative eyes will bring to the children. Therefore, the establishment of a multi-level evaluation system combining explicit evaluation with implicit evaluation, classroom evaluation with after-class evaluation, and class evaluation with school evaluation should be the direction and focus of comprehensive quality evaluation reform.