A Study On The Situational Evaluation Of Classroom Teaching In Senior High School

Classroom teaching evaluation is an important part of educational assessment, to improve the educational quality through teaching evaluation is the focus of education. The traditional teaching evaluation in china ignore the ecology, authenticity, situational of teaching, taking objective and quantitative method to evaluate the teaching factors isolated, the evaluation come to a subsidiary, reduced to teaching tool, the value of teaching evaluation itself is lost, teaching evaluation is drifted away from teaching. Situational assessment is relying on a situation, taking the evaluation methods to grasp the true performance of teachers and students in diverse teaching situation, offering reasonable judgments to their behaviors, in order to let each student acquire the most suitable development. English as a language subject, application of language is the essence, the goal is to promote the development of a comprehensive ability to use language of high school students. Situational assessment can be based on the specific situation of English teaching, through the analysis of teachers’and students’behavior to assess the information obtaining, problems analyzing, problem-solving skills, language applying and cultural perception abilities, and truly achieve the results of "using assessment to promote education、to develop and promote growth.’The research mainly consists of five parts:Firstly, to know ought values of high school English classroom teaching, evaluation objectives is from knowledge-oriented towards development-oriented, evaluation criteria is from the preset static to dynamic generation, evaluation process is from decontextualized to contextualized, from management and control towards dialogue and consultation, evaluation methods is from a single subject to diversity.Secondly, the status quo perspective of high school English teaching evaluation. The study used self-made questionnaire and teacher interview outline to investigate 450 students and 15 teachers from three high schools of Sichuan province, and the analysis results show that there are some progresses of English teaching evaluation, still some problems at the same time.Thirdly, the interpretation of situational assessment of high school classroom teaching. At first, explained the meaning of situation, the connotation of situational assessment and on the basis of it to get the meaning of high school English classroom teaching situation assessment, this part also analyzed the effective characterization of the high school English classroom teaching situational evaluation.Fourth, the construction of situational evaluation model of high school English classroom teaching. Based on a comprehensive literature collection, analysis, thinking and combined the features of high school English classroom teaching and the meaning of situational evaluation, constructed a "one center, two-level, three stages, four dimensions" situational English evaluation mode. A center refers to the development, two-level refers to the teaching and learning, three phases refers to observe, explore and analyze, four dimensions include background evaluation, input evaluation, process evaluation and effect evaluation.Finally, the practical application of the situational evaluation model. Since the practice is the sole criterion for testing truth, the author has applied the mode in real teaching practice, and found out some achievements and problems. This will provide a more intuitive practice for educators and provide some contextual reference for future study.