Exploration And Practice Of Multi-evaluation Of High School Language Teaching

Evaluation of high school language teaching is the fundamental purpose of the language proficiency of students in order to promote all-round improvement of quality. However, evaluation of classroom teaching in China, there are still many problems, such as limited to the theoretical construct, the lack of empirical studies classroom; lack of classroom teaching objective, accurate and detailed description; limited to the evaluation criteria and indicators of law, the lack of an effective integrated use of methods.Based on multiple intelligence theory, constructivist theory and teaching theory, classroom teaching of the concept of evaluation, evaluation of classroom teaching purposes, classroom teaching evaluation criteria, evaluation of classroom teaching methods for the theoretical study, and more than two years The experimental evaluation of high school language teaching. In the experimental process, the emphasis on the diversification of the evaluation function of teaching, assessment and evaluation of the main forms of diversity, people-oriented, to assess and promote education, through the evaluation of the building of effective classroom teaching quality evaluation of the advancement of the language proficiency of students and to promote the personality development of students.After more than two years of exploration and practice, our evaluation of the reform of language teaching in secondary schools to provide some experimental data and reference experience. In the experiment, we evaluate the efforts to achieve the best results, through the evaluation to enable students to establish self-confidence, develop a interest in language learning. Allow teachers to feel the joy of teaching; to enable schools to more effectively manage; let the community be assured that more satisfied parents.As a result of the pilot evaluation of teaching is still relatively short time, so evaluation and examination of systematic and do not have a strong normative. At present, our work is a more fragmented and partial attempt, there is no evaluation and examination of the whole idea of reform.In the experiment, we are concerned with is just the number of links in the evaluation of a link, such as incentives to play the role of evaluation to students, such as growth portfolio; or make efforts to resolve an issue, such as how to determine the performance of peacetime and at the end of ratio. As a result of the evaluation and examination of all aspects of the reform is the mutual influence, mutual restraint, in part or in isolation are often difficult to effect reform; but because of the lack of evaluation and examination reforms as a whole, easily lost in their work objectives, and thus it is difficult to make these reforms to depth.System we will have to be given to the following concerns: the evaluation of students, including what kind of standard is, what kind of evaluation should form; evaluation of the process of what information needs to be collected, and its reliability and validity of how the assessment and control; results of the evaluation form in order to show how, given how long the evaluation report and other students. If you want the students in a learning phase there is a profound and detailed understanding of the need to strengthen the above-mentioned aspects of the systematic evaluation and examination in order to ensure the reasonableness of the evaluation process as well as evaluating the validity of the results.