Reality Checking Of The Teaching Evaluation And The Study On The Intermediary Teaching Evaluation

Basic education has had a pivotal position in China, and now with the popularization of the compulsory education, the shortage of the teachers'quantity and quality, such problems became more and more obviously, China's basic education is facing the unprecedented opportunities and challenges. The education departments which belong to the government is leading the main teaching evaluation of China's basic education and teaching assessment activities. It caused to have some problems such as the lack of the multidimensional evaluation function, the diversified evaluation methods, the Pluralistic Evaluation indicators, and the transparency of the evaluation feedback in the teaching evaluation activity. Under this context, the author chooses the intermediary teaching evaluation in the primary and secondary school to continue the study which has the certain theoretical and practical significance.In this paper, author firstly concerned about the reality of teaching evaluation in the primary and secondary schools, reproduced the real status of primary and secondary school teaching evaluation by the questionnaire survey, expert interviews and other forms, and then depth analysis the problems in the teaching evaluation activity, such as the subject in the evaluation is too single; the evaluation index is not enough clarity; the evaluation feedback is not completely true, etc,. According to it, the author makes a reasonable attribution analysis. This paper considers the biggest problem in the teaching evaluation is the single subject, mostly due to the current evaluation subject came from the education administration departments, which is likely to cause dislocation for evaluation purposes:the subject from the higher management, so the schools can not fully reflect the real situation of their own; and the un-transparency feedback can not really play a great role as leading school development and promote teachers and students'progress.The foreign teaching education widely used intermediate evaluation; and many countries have received good results. This paper reviewed the relevant research results at home and abroad, in the use of literature, comparative studies, theoretical analysis and other methods, and does a theoretical discussion including the basic concept, the typical characteristics, the ultimate goal, the core philosophy, the basic elements, the main functions and operating mechanism of the intermediary teaching evaluation then analyses such evaluation model can implement in the primary and secondary schools in China.Finally, a case study approach to a certain district of Chongqing city, teaching in primary and secondary intermediaries assessment activities as research object, the entire processes personally involved in the assessment, the real experience of teaching evaluation intermediary that is a diversified, multi-dimensional assessment of the main body in the development of "common+personality "of the evaluation index system, the use of quantitative research method and qualitative research method and research methods used to carry out assessment management separate assessment model. through the multi-assessment feedback to achieve the government's delegate in order to achieve the school to seek the ultimate goal of development-oriented and the teachers and students as a core concept-based assessment model. The assessment model can be a very good teaching evaluation to avoid some problems.