A Study On Teachers’ Classroom Immediate Evaluation

In the wave of education reform based on the standard, classroom assessment is in the forefront of the reform and become a core issue which is focused on the word inside and outside. As the most direct.the most effective, the most convenient evaluate form, classroom immediate evaluation is the basic component and the core form of classroom assessment, has an irreplaceable position and role. At the same time, classroom is the word that teachers and students construct together, the space which contained the complicated and changeable structure and situation made the classroom life full of vitality, this study’s purpose is from the immediate evaluation in the classroom life situation,then pay attention to the classroom and survival tate of teacher and students.Based on this, this study based on the "the classroom immediate evaluation to accelerate the development of the students", and work out this study by the following three questions embrace the the classroom immediate evaluation:what is it?why is that?how to do? Among them,"what is"is the basic and the first question, is the basic of the "why"and"how".In order to solve these problems, in this paper, we will use the method of literature analysis, logical reasoning and investigation to study:1.Background Study on Classroom Immediate Evaluation ReformBased on studies about the policy background of the classroom immediate evaluation reform, a series of education policy documents provides the direction for the reform. Based on studies about the practice background of the classroom immediate evaluation reform, there are some issues involved, such as the way is single and the effect is poor.Based on studies about the theory background of the classroom immediate evaluation reform, the theory research is quite scarce, failing to provide sufficient theoretical support. The gap between these three provides a starting point and foothold for this study.2.Connotation and characteristics study on classroom immediate evaluationTeachers’classroom immediate evaluation is an activity that teachers can use verbal, nonverbal and so on to respond to the information from students. It is a part of the learning evaluation which is different from the formative evaluation and the developmental evaluation. With immediacy, interactivity, targeted, responsive and other features. In this chapter, the definition of the classroom immediate evaluation is a basic issue, it will determine the following research scope and direction in this study.3.Characterization and standard study on classroom immediate evaluationIn other words, The characterization for teachers’classroom immediate evaluation is the classroom immediate evaluation forms, including speech evaluation, posture language evaluation, material evaluation and so on, among them, speech evaluation is the core form of the immediate evaluation. And establish the standard through the analysis of process of immediate evaluation, divide the primary dimensions, secondary factor index and triple performance index for the standard. Construct the classroom immediate evaluation is the fist question of this study, it will lay a foundation for later analysis.4.Current situation analysis and reflection study on classroom immediate evaluationIn this chapter, through observe Chinese classroom and interview teachers and students in two primary school in Henan Xinxiang, we can collect the first-hand information about classroom immediate evaluation, in order to know the current situation about classroom immediate evaluation, we can based on the analysis of the quantitative data to describe and analysis qualitative for generative and situational characteristics. At the same time, author will analysis in-depth the cause of this situation from the aspect of teachers’concept and operation technology.5.strategy research study to promote the classroom evaluationBased on the above research, this chapter will from two dimensions of teachers and students to promote the development of students, including evaluation perspective diversification, evaluation content specific, evaluation object differentiation, evaluation emotional enrichment, evaluation development in the long run which with classroom immediate evaluation status quo as a staring point and with standard of classroom immediate evaluation as the foothold. At the last, author will formate some immediate evaluating discourse which can be reference for teachers from the high quality immediate evaluation case.