Studiedly On Evaluation Of Classroom Instruction In Elementary Education

With the development of empowerment education, people increasingly realize that empowerment education doesn't necessarily mean to carry out some lively activities but also must be expressed in the classroom instruction. Accreting to statistic, 75 percent of students' school time is spent in the class. Learning burden of students will be greatly reduced if they can have a good grasp of what they have been taught in the class. And no or little assignment for them. Therefore reforming classroom instruction and evaluating the quality of classroom instruction in right way is the key to deep empowerment education and improve instruction quality. This paper mainly approaches evaluation of classroom instruction, compares evaluation of classroom instruction at home and abroad. It points out aspect and norm system of evaluation of classroom instruction. Lastly, on the bases of new curriculum reform, it also analyzes a daze of evaluation of classroom instruction in a middle school. This thesis achieves a success in the following several aspects:On one hand, during the process of elementary education reform, this thesis, based on the full understanding of the advantage and disadvantage of the traditional evaluation, has been combined with the facts of our country's elementary education, brought in the advanced evaluation theory and establishes a new evaluation system of classroom instruction which meets the demands of times. For instance, the previous evaluation system mainly shows the function of evaluation through exams, Values the evaluation results and focus on its effects and distinction. However, it pays little attention to the evaluation process and development. Besides, its way and technique of evaluation are too monotonous and cannot fit in with the needs if empowerment in modern times. Therefore, it must be reformed to be adapted to the challenge caused by the economic changes. This article firstly makes an analysis on the quality and value of the classroom instruction and also a narration on the needs and aspects of the evaluation reform which is required by the elementary education course reform. It thenmakes a discussion about the direction of the development of classroom instruction evaluation. Such as nature evaluation,process evaluation,development evaluation and self evaluation.On the other hand, a contrast between the American,Japanese and British classroom instruction evaluation has been made in this thesis. Also some common in these evaluation are found. For example, pluralistic exam results needs varied evaluation; the instruction evaluation does not value the exam results but the cultivation of students' ability and benefits to promote an active study atmosphere and makes students confident to their study. Also instruction evaluation values not only the study results but also the study process, it ought not to be only limited with the end of term but also connected with the whole term. All of the above ideas are useful to us, which we should learn something from. Thirdly, this thesis introduces us several samples of classroom instruction evaluation, of course, the ways introduced in the samples are not surely the best ones and examples for us to copy, but they have made a good try on seeking the classroom instruction evaluation. For talking about these samples, I hope, through which, we can directly perceive and analyze the classroom instruction evaluation overcome the unfamiliar feeling and difficulty in order to gain better experiences through the instruction evaluation.