| Nowadays, cultivating the innovative talents is the main theme of the world, which essence is the adjustment of the quality structure, that is the realignment of talent quality from one-dimensional to a comprehensive one. Therefore, the comprehensive quality is the kernel of the innovative talents, and the explosion and the eruption of creation of the innovative talents lie in the enhancement of the comprehensive quality. In an echo of claim, cultivating the innovative talents with comprehensive quality has become the educational goals. As a result, a vast scale education reform has been kicked off which is aiming to improve their students’comprehensive quality around the globe. Among the process of the educational reform in theory and practice, evaluation reform plays the most sensitive role, curriculum reform plays the core role of the contemporary educational reform. Therefore, the students’comprehensive quality evaluation is an important means of the implementation of the basic education curriculum reform, which plays a key role in the education and teaching, and further research on the field of primary students’comprehensive quality evaluation has become one of the hottest area in the field of the basic education reform.With an overview of the previous studies, it is not difficult to find that the studies on the the students’comprehensive quality evaluation conducted before mainly focus on purposes, principles, methods, summarization and popularization experience, while the process of the results on students’ comprehensive quality evaluation is relatively deficient, which acts as an effective means and key link of the whole evaluation process. Therefore, discussing the issue of Pupils discuss comprehensive quality evaluation result of the process has become urgent with both theoretical and practical value, which also has future development value.This paper focus on the issue on the process of primary students’comprehensive quality evaluation results which aimed at promoting educational function operation. The paper follows the cognitive logic of how to expand why, and mainly answer three basic questions, including "why do we want to discuss this question of process of primary students’comprehensive quality evaluation results", "how to build the model of the result processing aimed at promoting educational function operation ", "How to implement the model of the result processing"The first and second part of the paper try to answer the first basic question, there are many issues concerned, such as "what is the theory foundation, basic position and orientation of the process of primary students’comprehensive quality evaluation results’", "what is the current situation and the cause of the process of primary students’ comprehensive quality evaluation results", etc. Based on this, from a theoretical perspective, this paper first discusses theoretical basis of the process of primary students’comprehensive quality evaluation results, namely, the developing evaluation theory, philosophical information theory,360-degree feedback theory.To certain extent, these theories reflect the convert of values and express the inner appeal of values of the comprehensive quality evaluation result of pupils, specifically as follows:"from managementalism to humanism——the demand of development", "from the single dimensional to multi-dimensional——the demand of diversity","from the static to dynamic——the demand of open", "from external to internal——the demand of integration of inside and outside motivation". Discussing the theory foundation and value demand are the standards and bases, then from a practical perspective, the paper describe the current situation of the process of primary students’comprehensive quality evaluation results based on the survey, which was conducted in 11 primary school in Chongqing, there are 104 ordinary teachers and educational leading cadres,137 students, 62 parents had surveyed, and then we purposefully selected 10 ordinary teachers,5 education educational leading cadres,9 parents and 7 community members for the further interview, consequently, we use both qualitative and quantitative method to analysis the survey results. Under the influence of traditional concepts and rituals such as managerialism, utilitarianism, exam oriented education, summative evaluation, the intrinsic value and independent character of the process of students’comprehensive evaluation result has not been fully demonstrated, therefore its function of promoting the development of students has been ignored, which causes many problems, such as value dislocation of managerialism and the alienation of the harmonious development goal, the rigid and quantitative enhancement of paradigm, the relatively homogenous judgment of the processing subjects and the formalized communication of the processing subjects, the invalid feedback of information and the general representation of the processing result, the lack of education decision and inaction of the processing results etc.The third and fourth part of the paper try to answer the second basic question, which concerns the issues about "the connotation and exist form of the process of primary students’ comprehensive quality evaluation results", "what is the theoretical model", "what is the function of the theoretical model", "what is the operation conditions theoretical model",etc. So in the third part of the paper, we use the literature method mainly, through the analysis of the literature of elementary students’ comprehensive quality evaluation, and from the perspective of procedural result, the third part clarifies the concept connotation of "result", "result of evaluation", "process", learning from the perspectives and techniques of information flow processing of the Laszlo information processing model, constructing the connotation of the "processing of evaluation result". Based on this, we take educational policy text as analysis object, combing the theoretical demonstration of the current process of primary students’ comprehensive quality evaluation results, and then the paper has put up the connotation of "the processing of the elementary students’comprehensive quality evaluation", that is an course of reprocessing the results of the formative evaluation and summative evaluation, to be specific, the results include making sure of the purpose of the elementary students’comprehensive quality evaluation, choosing and applying the method to process the results, such as self-evaluation of personality development, comment, class performances and achievements, research-based learning reports, data detail tables of the students’physical health and other results, then sorting the results, analyzing the data, reporting the final processing results, making a reasonable analysis, explanation and judgment, and then reporting and communicating the results with the stakeholders, taking measures to improve and intervene the results. Furthermore, the third part also discuss the patterns and the practical samples of the results of the elementary students’comprehensive quality evaluation, viewing and analyzing the value, process, subjectivity and methodological of the results from the perspective of practice methodology, therefore we can grasping the essence of the processing the results of the elementary students’comprehensive quality evaluation. Based on the current value pursuits, problem, concept connotation and characteristic representation of the processing of the results about the elementary students’comprehensive quality evaluation, the fourth part puts forward that the theoretical model of the process of primary students’comprehensive quality evaluation results which aimed at promoting the educational function exerting. The result processing model take the improvement of elementary students as the goal and start point, and the processing include sorting and analyzing and reporting, giving feedback and communicating, making decision and improving plan, supervising and tracking the improvement plan. Moreover, this process is a complex and systematic project, and the process involves the interaction among several systems and the influential mechanism of each processing link. Therefore, only from the systematic perceptive of the operation process, source of power, participants, can we get the best value out of the processing the elementary students’comprehensive quality evaluation results.The part fifth try to answer the third basic question, which concerns the issues about "can the issues of the processing the elementary students’comprehensive quality evaluation results be solved in practice’", "how to use the practical model constructed in this paper used in practice’", etc. Thus, experiment study approach has been employed for the fifth part, which was was conducted in the third grade of primary school A, a rural town central elementary school in Beibei district as one of the first national experimentation area of country’s compulsory education new curriculum reform, which has achieved certain achievements in the reform of primary comprehensive quality evaluation, which provides a better foundation for the study. At the beginning of the experiment, according to the research theme, we designed the observation scale, feedback scale, record, and other list suit for different subjects with the relative teachers, we also build the "heart to heart bridge", "class and grade QQ group" and other communication platform, setting up the institution of parents" committee, having regular activities, such as "parents’training week", "parents’ forum association". In the end, we take the pupils’comprehensive quality evaluation results at the end of the term as a case, in order to explain and present the operation and effect of the theoretical model in practice. The experiment results showed that the theoretical model has a positive effect on improving the behavior and quality, changing the concept of the relative subjects. Specifically, in terms of the pupils, their self-adjustment, consciousness and self-controlling ability have got certain development, they also know how to participate in the process of evaluation results gradually, how to make the self-evaluation and peer-evaluation according to the standards objectively, impartially, reasonably, how to develop the corresponding improvement plan and monitoring plan. For the teachers, their professional quality has been greatly improved, they having a better understanding of the result processing, they can apply the means much more appropriately to obtain the evaluation information and mining the behind information, making adjustment in time. In addition, the teachers also tried to put their experience and reflection into scientific research, thus their research ability has been improved. For the parents, they have a great change in pupils comprehensive quality evaluation results" understanding, communication, usage, etc. They do not take the scores as the most important things gradually, on the contrary, they pay more attention to the children’ personality cultivation and harmonious development. Thanks to the active participation of parents, to a certain extent, there is a great improvement in the family education level of the parents, which promotes a closer relationship between family education and school education, social education and benefit the children as a whole. |
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