Research On The Junior High School Students' Academic Level Evaluation Under The Comprehensive Quality Evaluation Background

Influenced by traditional only fractional theory, formed for a long time mainly adopts achievement scores of junior high school students fixed pattern of academic assessment, evaluation subject, evaluation content, evaluation method, the results using a single structure, lead to junior high school students gradually toward the rigid academic assessment, narrowing. In order to help improve the present evaluation, the overall quality appraisal, and the students' academic level evaluation as an important form and reform the key, therefore, we need to be in the context of the vision of the overall quality appraisal, assess theoretical analysis and practical for middle school level, the better into the comprehensive quality evaluation, evaluation of ecological effectively improve middle school level.Under the background of the comprehensive quality evaluation of junior middle school students academic level evaluation is based on the junior high school education goals and physical and mental development characteristics of junior high school students, focus on the daily course of middle school and the learning process as a result, using quantitative and qualitative double means to carry out comprehensive and objective evaluation. Basic ideas to promote students' development as the goal, process and result, focus on the teachers and students initiative to reflection, evaluation content includes both the critical test results in the form of evaluation content, and including the course record, inquiry learning, exhibitions of works by discipline, discipline specialty performance records etc. The typical process evaluation content; Evaluation method includes both quantitative analysis of the results, and including objective, evaluation of students' reflective teachers, students, parents and so on others' comments; For the use of the evaluation results, both for the school and used for enrollment, give priority to with internal use, used to improve the students' learning and help teachers to improve teaching quality and academic level.By looking at the status of junior high school students' academic level evaluation, analyzes the main problems found were: First, evaluation of every single body, ignoring the evaluation subject pluralistic, multi-directional value; Second, pay too much attention to the evaluation of the results rather than to the process of evaluation; Third, evaluation method emphasis on quantification, ignoring the diversity of qualitative methods; Forth, lack scientific analysis of evaluation results and low utilization. The reasons of these problems are: long-term existence of traditional ecological evaluation "score-first"; contradiction between the reality of evaluation and educational philosophy; teachers have weaker sources of applying the academic evaluation method comprehensively; dependence of the concept that "teacher-centered". Based on the above theoretical construction, this paper presents five specific optimization strategies for junior high school academic evaluation. First, change the traditional concept of evaluation, and establish the concept of development Evaluation. Second, narrow the gap between the practice and ideas of the junior high school academic level assessment. Third, maximize the value of multiple evaluation subject, combine self-assessment with others' assessment. Fourth, with a wealth of subject learning activities to better carry out the evaluation. Fifth, it is impossible to establish the school-based electronic platform, to achieve networked evaluation.