| Core competence is the essential character and key ability that every student should have, which can adopt to the requirements of their lives and social development. In recent years, countries around the world also begin to carry out the build and update of the core competence. In 2011, France began to develop core competence standards for students, which covers the detail indicators, and tells teachers how to evaluate. From the theoretical significance, it can enrich the connotation of the evaluation standard of primary school students’ core competence at the international level, and provide reference for the evaluation of primary school students’ core competence in China. From the practical significance, the problems that exist in the core competence assessment in China need to be solved, such as: the existing evaluation standards separate knowledge from abilities; students core competence evaluation standards are non-standard and have not entered a mature stage; the evaluation indicators design meets the bottleneck: the lack of detail indicators and so on.Therefore, this paper mainly focuses on three aspects: first, which are the core dimensions and indicators of the French primary school students’ core competence assessment indicators? Second, what is the degree of recognition of the French indicators by the educators in our country? Third, what is the significance of the construction of our country to build the core competence evaluation indicator system?The research methods of this paper can be divided into the methods of collecting data and analyzing the data. Methods of collecting data include: literature search method, interview survey method, questionnaire survey method. First, from the French Ministry of education web site, the author could search for the core literacy assessment standards of the primary school students, and then translate and clear up them into indicators, finally make them the formation of the interview outline and questionnaire.In the empirical research part, this article mainly uses the interview and the questionnaire survey. Firstly, it is the interview for 15 front-line education managers and teachers. Then sorting the words, coding statistics and analyzing the outcomes. Secondly, in the questionnaire, with the help of director of director Lu Liang and teacher Yan Tieying of Liaoning Educational Administration Institute, questionnaires are distributed to 14 cities of Liaoning Province. The distributed objects are included principals, teaching and research staffs, teachers, educational administrators, experts, government inspectors, teaching assistants, cadre training teachers and so on. The study gives out a total of 7000 questionnaires, recycling 6300 questionnaires, getting rid of 653 invalid questionnaires, and finally getting 5648 effective questionnaires. The effective rate is 89.6%. The questionnaire was used for quantitative analysis. The author use statistical software Excel and SPSS19 and factor analysis method to obtain their acceptance of the evaluation indicators, differences were also be analyzed.The methods of analyzing the data are mainly used: data classification, summary, comparative research method, statistical analysis method to classify, compare and summarize the literature data.Based on qualitative and empirical researches, the study eventually drew 11 enlightenments: improve the measurement;can not ignore the importance of language, mathematics and foreign language; pay attention to the establishment of information competence standards; pay attention to cultivation of creativity and critical thinking; attach importance to mental health and physical health; the evaluation indicators should have continuity and stage; combination of core competence and subject; the combination of science competence and educational of inspection; combination the international situation with the core quality inspection and evaluation indicators; indicators should be logical and specification; attach importance to parents feedback link. |
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