A Preliminary Analysis Of The Evaluation Of The Teaching Of Ideological And Ethical Education Under New Curricular Standards

Along with the full-scope advance of China's elementary education reform, compulsory education became more and more focused on education for all-round development of students. Fundamental changes have taken place in junior middle school Ideological and Ethical Education's title, curricular standards as well as its compilation criteria. The teaching of Ideological and Ethical Education must head toward the all-round development of students. It becomes necessary, therefore, that a new theory evaluating the teaching of Ideological and Ethical Education be established to guide the teaching activities of Ideological and Ethical Education. This paper attempts, with respect to the function, principles, criteria, and executive strategies, to explore issues concerning the evaluation of the teaching of Ideological and Ethical Education under new curricular standards. Based on Curricular Standards for Ideological and Ethical Education of Middle Schools in Shanghai, the author studied several actual teaching cases to form a preliminary theory regarding the function of teaching evaluation, and, in the meantime, identified three functions, viz. to judge, to guide and to encourage, that are essential to the evaluation of Ideological and Ethical Education teaching; besides, a theory of the principles regarding the evaluation of Ideological and Ethical Education teaching, tentative by nature, is offered to draw attention to the principle of cultivation, development, objectivity, efficacy and being dynamic. The third issue explored in this paper is the criteria of the evaluation of the teaching of Ideological and Ethical Education, what the author offers here are four ideological education criteria, viz. the criteria of morality, efficacy, fidelity and harmony; last but not least important is a proposal of specific executive strategies of the evaluation of the teaching of Ideological and Ethical Education from the perspective of the formulation of teaching objects, the selection of teaching contents and methods, the strategy of learning and modernized education measures as well as the formation of information assessment.