Theory And Practice Of Elementary School Student's Integrated Capabilities Evaluation

Based on the systematic expound the related theory and concept of students' integrated capabilities evaluation, this thesis discusses the practice question of elementary students'evaluation In this research of elementary students'integrated capabilities evaluation, The author adopts lots of study methods in the paper, including literature research, questionnaire survey, interviews and comparative analysis and so on, and trys to do a comparative analysis of the knowledge level and operation level of administrative, teachers, students and parents respectively regarding the ordinary situation of the elementary school students'integrated capabilities evaluation among several elementary schools in Fuzhou City; By doing this, the author does a case study of the students' integrated capabilities evaluation reform to Qunzhong Road Elementary School, and summarys the uniqueness of this reform. The author analyses the existing problems of the current elementary students'integrated capabilities evaluation specifically in detail by comparing the above-mentioned research data and he analyzes the relevant reasons, eliciting the three major problems that exist right now:1.the reasonableness of the evaluation protocol is not satisfactory,2. the implementation quality of the evaluation protocol is not acceptable,3. the validity safeguard of the evaluation institution is not adequate. At last, the author proposes the four solutions relating to the improvement of the current elementary students'integrated capabilities evaluation:1. design and implement the evaluation protocol reasonably,2. guide and adjust the evaluation process comprehensively,3. establish and put into effect the safeguard system effectively,4. promote and exert the evaluation functions thoroughly so that this thesis could be of some reference value for the reform of elementary students'integrated capabilities evaluation.