Study On Classroom Evaluation Based On Dialogue

Classroom evaluation aims to promote improvements in teaching, so as to promote the growth of students and teachers. Introduction of dialogue theory is no longer a new topic. However, the introduction of the dialogue through the evaluation of classroom teaching is still a minority. This paper is Cored on which the introduction of the spirit of dialogue through the "I-you", so that evaluation and teaching towards integration in classroom, the formation of students and teachers to promote the growth of the community, rather than diametrically opposing separation. Evaluation and teaching can not be separated totally in the reality of the classroom, classroom evaluation based on nature of dialogue will be achieved a better integration of teaching and evaluation methods. Classroom evaluation based on nature of dialogue built on the basis of co-construction of teachers and students, through a variety of evaluation methods, such as formation of dialogue "I-you", exchange of practice in the classroom, pointed to the growth of teachers and students of life.From the course of the development point of view, dialogue and evaluation are of bond. By the dimension of time, teaching evaluation has four basic stages, reflecting the connotation of the development of evaluation from the "monologue" to "dialogue". From the perspective of function of teaching evaluation, there are formative evaluation, summative evaluation and diagnostic evaluation. In the classroom process, formative evaluation and diagnostic evaluation have been the increasing use and reflected than summative evaluation has. On the basis of promotion of the "consultation and co-construct", given the position of education to the Martin Buber's dialogue theory, from the educational content of the development of his theory of dialogue, teachers and students will enter "dialogue" atmosphere in the classroom. Both sides of the dialogue remain in an equal "I-you" relationship. On the one hand, teachers open themselves to students and keep an honest communication with them, not only trying to interpret students' feeling, attitude and intention, but also helping to better their understanding of the life and the world. On the other hand, students also open themselves completely to teachers by showing their understanding and feeling of the real world, consequently enriching teachers' spiritual world. In this case, the communication in class comes to be a process of mutual sharing of each other's spirituality, wisdom and meaning.Overall, this dissertation discusses the evaluation of dialogue-based in teaching practice is not uncommon. Participating in the "new basic education" classes, classroom teaching has been able to clearly see the emerging nature of dialogue. There is a true example of classroom instruction, as advocated by this dissertation to support my views more effective.