The Current Situation, Problems And Countermeasures Of Teachers' Implementing Academic Emotional Evaluation

After the new basic education curriculum reform, the development of students' affective domain has been received great attention. The idea about emotional assessment is being gradually understood and accepted by the teacher, but in teaching practice, the phenomenon of attaching more importance to knowledge than emotion is still widespread. The current situation of implementing relevant academic emotional evaluation is not optimistic. This research mainly adopts questionnaire, interview and classroom observation to discuss teachers' current situation of implementing academic emotional evaluation, problems and countermeasures, in order to correct their cognition of academic emotional evaluation, and provide theoretical reference and support for methods. This paper is divided into five parts:The first part, on the basis of reviewing and summarizing the documents, mainly presents relevant concepts, and summarizes about the theoretical study of academic emotional assessment at home and abroad and the empirical research situation at present in our country. From the perspective of literature, the related foreign works give more attention to methods and technology of measuring emotion, attitude, values and personality, and provide some suggestions about the scales'application and preparation. After implementation of the new curriculum, pepole begin to attach more importance to students' emotion, attitude and values, and the relevant studies in China are deepening. Most of emotional education researches are mainly around the feelings, such as interest in learning, learning attitude, learning motivation, etc. At present, the empirical research on emotional assessment is relatively few in our country, mainly from the angle of students to analyze their emotional situation, and from the angle of teachers to invest and evaluate their teaching situation of using emotional factors. It has not been discovered that from the angle of teachers to invest and evaluate their implement and attention situation about academic emotional assessment, the existence questions and the difficulties.The second part is the theoretical basis of this research. It mainly summarizes academic emotional assessment's meaning and characteristic, content or dimensions, function and effect, main methods. This research identifies with acdemic emotional assessment is that evaluation body regard students' acdemic emotion (e.g., interest in learning, learning attitude, learning willpower and academic values, etc.) as evaluation objects, and then make value judgment of the collected development level and changes of acdemic emotion. Academic emotional evaluation has close relation with the evaluation of emotion, attitude and values. It is the evaluation separated from that of emotion, attitude and value, which specialized with students' attitude and emotional experience related to their study or academic .The main contents or dimensions of academic emotional evaluation are learning interest, learning attitude, learning willpower and academic values , etc. Its main function and effect is for teaching and students' development, and its main evaluation methods include observation, interview, projective test and portfolios evaluation, questionnaire and Likert Scale, etc.The third part is the idea and design of the paper. It mainly presents the overall thought and specific design, and describes the research objects, research methods, research process and schedule in detail. This study is on the basis of the literature research and investigation to definite the question, and analyzes the problem's current situation through questionnaire, interview and classroom observation, and then makes some conclusion and suggestion. Research objects are five primary schools' teachers who teach grade 1-6 in lanzhou. The research process experiences three stages of preparation, making research tools and on-the-spot investigation.The fourth part is the study result and analysis, and it is the key of this paper. This section mainly discusses the current situation of teacher understanding, and implementing the academic emotional evaluation, the influence factors and the teacher's expectation for help, and gives attribution analysis on the existent problems. From the investigation result, the teacher have some cognition about academic emotional evaluation's methods and content on a certain degree of concern ,and begin to give more attention to it after new curriculum implementation, but the implementation situation is not optimistic. There is larger gap between the degree of attention and operation . From macro perspective, it is closely related with the national culture and education tradition, evaluating mechanism and teaching orientation. From micro perspective,it has a direct relationship with dynamics of education reform, school management mode and administrative evaluation .The fifth part is the conclusions and suggestions. This section makes conclusions of the current situation and problems of teachers'understanding, paying attention to and implementing academic emotional assessment who teach in the primary school, and tries to give some suggestions about how to improve the assessment. This study suggests that teachers gradually accept and identify with the ideas about academic emotional assessment, but different kinds of teachers have differentiation on issue of some problems; The evaluation contents and methods are single, and their evaluation ability needs to improve; They are lack of emotional evaluation theories and the evaluation standard to guide; The schools' existing management mode restricts the concept's implementing of academic emotional evaluation. In view of this, the researcher tries to put forward the following suggestions: accurating the value orientation of teaching evaluation , constructing the harmonious evaluation culture; Strengthening the training of teachers' emotional evaluation concepts and methods; Strengthening and deepening the reform of teachers' and students' evaluation mechanism; Advancing the reform of schools' management system; Perfecting education supervision system of evaluation.