The Research On Assessment Of Ideological And Political (Moral) Teaching In XinJiang Minority Middle Schools

Since the 1990s,as China's basic education curriculum reform continued to deepen,education evaluation as important component to promote the reform 's development which evaluation of teaching reform is a major part that directly related to the success or failure of curriculum reform. September 2004, basic education of Xinjiang minorities into the initial basic education curriculum reform.The reform of the new curriculum Proposed the advanced ideas,is that "To all the great rejuvenation of the Chinese nation, all in order to promote the development of each student,". So reform of teaching evaluation is not only important tasks of theory and practice of the education ,but also an urgent need to address issuesOn development of the current basic education .Ideological and political (moral) teaching evaluation is important areas of the theory of teaching ,and key of the reform and development of teaching . In this paper, based on the analysis of the education theory concerned,home and abroad ,throuht questionnaire survey and social interviews, nvestigation on the status of ideological and political (moral)teaching evaluation of Xinjiang minorities .This paper mainly objected by ideological and moral teaching evaluation of Xinjiang minorities , basis on proposed the existing problems on ideological and moral teaching evaluation of current Xinjiang minority schools , highlighted teaching evaluation strategy that promotion the development of students, teachers enhance .According to the survey, with the curriculum reform continued to deepen, the part of teachers in some areas of have more in-depth understanding about teaching evaluation roles and the in the implementation new curriculum had a number of exploration and try. However, most teachers only concerned with the reform of teaching methods and ignored other factors of curriculum reform the. A method of students evaluation has single, students evaluation did not attach importance to the main status ,only to evaluate the master degree of knowledge and skills, ignoring the qualitative assessment of emotional attitude and values. the individual differences of students did not receive attention; ignored Teachers of self-evaluation, the purpose of evaluation is administration. I believe that the key problems that not comprehensive enough about nature and role of teaching evaluation.Aimed at the existing problems, this paper comes up with the following strategies: basis on the improving the comprehensive of minority teaching evaluation , for students and teachers implecation evaluation system of teaching diversity and some of the methods of evaluation specific and operational.