The reason for the single subject of classroom evaluation

There are generally the following reasons for the single subject of classroom evaluation:

1. Unequal teacher-student relationship: In the traditional teaching mode, teachers usually play the role of imparting knowledge and authoritative guidance, while students are passively accepted and implemented. This asymmetry in the relationship between teachers and students will generally lead to the evaluation subject focusing on the teacher side, while students' feedback and evaluation opinions are relatively few.

2. Single teaching goal: In the teaching process with knowledge imparting as the main goal, the evaluation subject often pays more attention to whether the students have mastered the knowledge taught, and takes its performance as the evaluation standard. This also leads to the evaluation subject being concentrated on the teacher's side, while the other abilities and qualities of students are ignored or not paid much attention to.

3. Limited evaluation methods: In traditional teaching, evaluation is mainly carried out through exams, quizzes and papers. These methods can only reflect students' performance at a specific time and on a specific occasion, and it is difficult to comprehensively and objectively evaluate students' comprehensive ability and potential. At the same time, these evaluation methods are more dependent on teachers' judgment and decision-making, which easily leads to a single evaluation subject.