The Research On Teachers' Classroom Assessment Behavior In The Context Of Curriculum Reform

With the continual development and in-depth study of curriculum reform, teachers' classroom assessment behavior has gradually transferred from the function of improving students' score to enhancing students' self-development, promoting the qualities of teachers and boosting teaching practice. Teachers' classroom assessment behavior not only concerns the students' academic performance, but also pays attention to their emotions, attitudes, and values, and it also encourages the students to improve on the basis of their current level. On the other hand, it is also one of our concerns to bring in and draw lessons from oversea advanced assessment theory to make it localization. So teachers' classroom assessment behavior show a versatility not only in the directly feed back way of classroom teaching activities and the far-reaching assessment of learning, but also in the selection of assessment behavior tools and the research on strategies. At the same time, because of the students' dynamic change in different development stages, it will take teachers a long time to observe and assess the improvement and change, understand the students' characters and potential change in cognitive ability as well as cognitive course. Furthermore, it is necessary to carry out personally diagnostic evaluation and remedial instruction, on the basis of a great deal of interaction with students. However, in the course of development, nothing can be perfect. Flaws come along with everything. There is no exception for teachers' classroom assessment behavior Under the implementation and support of curriculum concept, although teachers' classroom assessment behavior has a great change than before, it also should be strengthened. According to the investigation in a junior high school as a case study, we can find that although teachers' classroom assessment behavior has a obviously great progress in teachers' attitudes, contents, classroom atmosphere and the students' initiative. But as for the goal of behavior, language, model of assessment and the assessment subject, there is much need to fulfill. Consequently, this thesis puts forward several strategies after analyzing these problems. and we hope that the strategies are useful for others.In all, the study on teachers' classroom behavior is on the phase of development and thus it needs more improvement. Further study is fiercely needed especially in practice. Further study should be based on the theory, observation and survey in practice. It also needs to discover the defects of the teachers' classroom behavior. The most important research route is to put forward some suggestions in view of teachers' classroom behavior, which is also the research quality of all educators.