Research On Multiple Teaching Assessments Methods Of Moral Education In Primary And Middle School Of Taiwan

Taiwan started the nine-year consistent curriculum reform. With the reform, the teaching assessment developed from paper testing evaluation to diverse teaching valuation in Taiwan. That is, evaluates students from multi-angle and different aspects, which in order to achieve comprehensive, objective and effective value judgments. The diverse teaching assessment methods have practiced more than ten years in Taiwan, and the moral education in primary and middle school of Taiwan have formed its own characteristics. Besides, the moral education in primary and middle school of Taiwan has formed its own thorough assessment system. It is great significance for the improvement Chinese mainland’s moral education teaching assessments methods that we research on multiple teaching assessments methods of moral education in primary and middle school of Taiwan.The thesis of this paper mainly uses documentary research, survey research, interviews, comparative research method, empirical method and other methods. The text is divided into five parts. The first part is the introduction, which mainly explains the concept related to the paper, and then, the paper discusses multiple teaching assessments methods of moral education in primary and middle school of Taiwan from four aspects. The second part of the paper elaborates the reasons of the multiple teaching assessments methods of moral education in primary and middle school of Taiwan from the theories, the historical conditions and the practical experience. The theories are based on the constructivist theory, multiple intelligences theory and humanistic theory. The historical conditions for multiple teaching assessment methods of Taiwan are the multicultural education background of Taiwan and the diversified channels of entering a school and teaching in small classes. The third part of the paper discusses the features of multiple teaching assessments methods of moral education in primary and middle school of Taiwan. These features mainly reflect in multiple assessment methods, assessment purpose, the participants, assessment results and assessment of the diversity of the scene. The focus part lies in the fourth and the fifth part of the paper. The fourth part of the paper discusses the main content of multiple teaching assessments methods of moral education in primary and middle school of Taiwan. The main contents of the multiple teaching evaluation methods of moral education in Taiwan include paper testing evaluation, affective evaluation, performance evaluation, and portfolio evaluation, etc. Since paper testing evaluation is the same as China’s mainland, so the paper doesn’t discuss the paper testing evaluation again. The specific ways of the affective assessment are anecdotal records, rating scales and peer evaluation. The performance evaluation includes learning list evaluation, checklist evaluation and oral evaluation. The portfolio assessment is a long-term evaluation of the learning process, which needs longer time and more energy; but it plays an important role in students’application for entering a school and improvement of students’overall learning and capacity. The fifth part of the paper discusses the revelation of the multiple teaching assessments methods of moral education in Taiwan from four dimensions. We should explore the revelation of multiple teaching methods of assessment from four points of views which are:the assessment philosophy, the principles of assessment, the coordinate system of assessment, and the construction of teachers. If we want to bring the multiple teaching assessments methods of moral education into force; we must establish the concept of humane teaching evaluation, adhere to the-qualitative’and quantitative assessment principles, determine the coordinate system of a combination of dynamic and static assessment, and develop the teachers who can use the multiple teaching evaluation methods synthetically. The fifth part of the paper mainly on the revelations to the mainland of China of the multiple teaching assessments methods of moral education in Taiwan, which are: if we want to bring the multiple teaching assessments methods of moral education into force; we must establish the concept of humane teaching evaluation, adhere to the qualitative and quantitative assessment principles, determine the coordinate system of a combination of dynamic and static assessment, and develop the teachers who can use the multiple teaching evaluation methods synthetically.The new curriculum reform in China has promoted multiple intelligences and diverse teaching methods of assessment. But we have still in the exploratory stage of specific methods of operation due to the lack of practice. This paper attempts to research on multiple teaching assessments methods of moral education in primary and middle school in Taiwan which have already experienced practice vivif ication, in order to explore multiple teaching assessment methods that can adapt to China’s mainland moral education in the new curriculum reform, thereby enhancing the effectiveness of the assessment of China’s mainland moral teaching. This is the innovation of this paper, and it is also the focus and difficult point of this paper.