Theoretical Thinking On The Assessment Of Comprehensive Activity Curriculum

It is an essential part of curriculum reform in elementary education to develop and implement comprehensive activity curriculum. Furthermore, it will bring a new revolution to teacher's style of teaching and student's way of learning. How to improve the quality of comprehensive activity curriculum becomes being a focus in the area of educational theory and practice. The assessment to quality of comprehensive activity curriculum is the main method of improving the quality of comprehensive activity curriculum constantly. Thus the problem of the assessment to quality of comprehensive activity curriculum comes in being. This dissertation examines the path of comprehensive curriculum and activity curriculum in history of education and a conclusion is reached: comprehensive activity curriculum becomes a new organization format of activity curriculum based on inheriting rational contents form of comprehensive curriculum. The characteristics of comprehensive activity curriculum consist of contents as follows: practicality, problem, subjectivity, openness and interaction. Therefore we should comprehensively use theoretical method, scientific method and artistic method and combine them organically. Compared with the general assessment to the quality of classroom instruction, the assessment to quality of comprehensive activity curriculum pays more attention to the system of multiple assessment which the subjectivity of all students should be developed. And it emphasizes on individuality, autonomy, pluralism, re-norm and entirety. The main principles of the assessment to quality of comprehensive activity curriculum include five sorts: principles of subjectivity, principles of process, principles of discrepancy, principles of positive assessment and principles of development.Under the guidance of the modern concept of the idea of pluralism, and with the help of the current achievements in the educational research, the successful experiences of exploring the assessment to quality of comprehensive activity curriculum both at home and abroad, the dissertation integrates the methods of the assessment to quality of comprehensive activity curriculum: portfolio assessment, educational connoisseurship and educational criticism, recording and analyzing of student's growth and class participation and classroom discussion. Finally the author gives some views on how to effectively assess the quality of comprehensive activity curriculum and improves to carry it out in a deep.