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Research On Achievement Assessment Of School-based Curriculum In The Southwest Ethnic Areas

Posted on:2009-06-09Degree:MasterType:Thesis
Country:ChinaCandidate:Y X WangFull Text:PDF
GTID:2167360242996494Subject:Principles of Education
Abstract/Summary:PDF Full Text Request
The implementation effect of school-based curriculum in the southwest ethnic areas mainly manifests by student's achievement. Through achievement assessment, it can acquire the students knowledge of the situation, feedback students to learn the true situation, guide the direction of the efforts of students, encourage active learning, allow more minority students to have multiple choices for their growth; also can find that school-based curriculum's success and weakness, find reasons, propose solutions to this problem, constantly improve their own school-based curriculum's reasonableness, accuracy and validity, realize regulation and control to the courses, to make school education become an important carrier of memory of national non-material cultural heritage protection, gradually change the long-school education from the minority multi-cultural background and national student life from the actual situation.The focus of this study is the achievement assessment of school-based curriculum in the southwest ethnic areas. First of all, this study introduces the research background, significance, research methods, innovation, and relates literature review and defines concepts. Secondly, based on the investigation of the county DANZHAI which in Guizhou province, the study selects typical representative of a school-based curriculum which in the southwest ethnic areas - Caragana Lusheng dance and Batik, and makes an in-depth investigation in several schools which have been implemented the curriculum to understand the status of achievement assessment. Thirdly, after the analysis of the current situation, the study finds that the existing defects mainly consist of weak awareness of the existence evaluation, the evaluation preference utilitarian purposes, the evaluation of teachers is the only subject, content and methods of evaluation of a single, attaching importance to results but making light of course. Then analyses the causes of these ills in use of the theory of pedagogy, this is mainly due to academic understanding of the functional evaluation of dislocation, school-based curriculum knowledge to understand the nature of the deviation, ignoring the status of the main students, understanding of the connotation of one-sided about the students' development, on the evaluation of exactly the same in the evaluation of, quantitative evaluation's limitations. Finally, the study suggest how to reform the achievement assessment, such as establishing a new concept evaluation, constructing the community evaluation, promoting diversification of content evaluation, the integration of formative evaluation and conclusive evaluation, speeding up the process of professionalization of teachers.
Keywords/Search Tags:southwest ethnic areas, school-based curriculum achievement, achievement assessment, DANZHAI
PDF Full Text Request
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