Applied Research On Developmental Evaluation Of Comprehensive Practical Activity Curriculum In Primary School

Student evaluation is an essential part in the implementation of comprehensive practical activity curriculum in primary schools.Guo Yuanxiang put forward the application of student development evaluation in primary school comprehensive practical activity curriculum to promote the implementation of this course.However,in practice,the application of student developmental assessment for comprehensive practical activity curriculum in primary school is still at its initial stage,which has restricted the implementation and promotion of comprehensive practical activity curriculum in primary school to certain extent.First of all,this paper summarizes the connotation,value orientation,document regulations and principles of student development evaluation for comprehensive practice activity curriculum in primary school.Combining with the analysis of on-site lectures,this paper has summarized the six concrete methods of student development evaluation for comprehensive practice activity curriculum in primary school: give students expectation and encouragement,positively evaluate students,observe and timely affirm about students' progress,evaluate students' development from multiple dimensions,attend to individual differences of students,and fully use multiple evaluation subjects during evaluation.Taking these six specific methods as the dimension,the author observed and analyzed the 10 section of the middle grade of D primary school in Chongqing and the evaluation form of its comprehensive practice.At the same time,14 teachers were interviewed.Research found that during the application of student developmental assessment in comprehensive practice activities in primary school,the good aspects are as follows: teachers can fully recognize students' potential and use descriptive language to evaluate students' progress;help special students to participate in the activities;can evaluate students' development from multiple perspectives,and flexibly use self-assessment and peer-reviews.And the main reasons are as follows: the renewal of teachers' concept of student assessment which helps teachers fully understand students and design teaching plan carefully;the coordinative teaching of teachers.The relatively bad aspects are as follows: teachers overestimate the students' ability to control themselves;cannot enlighten and guide students to overcome their deficiencies;cannot be clear about the level of students' progress,and ignores the role ofparents and related social personnel in student evaluation.And the main reasons are as follows: teacher's teaching experience is insufficient;students' development evaluation is deviant;lack of professional teacher's guidance;the teacher,the parents and the related personnel are not able to give full play to the joint force for students' education;Some of the leading students in schools are old in concept;students cannot understand the real significance of the implementation of the development evaluation.In this regard,the corresponding improvement strategies are put forward: in view of teachers,the value of student development evaluation in the course is clearly defined,the correct concept of student development evaluation is set up,the concept of application development evaluation is improved to evaluate the ability of students,the advanced scientific knowledge of teaching and education is strengthened and the application development is promoted.For the students,students should form a good habit of self reflection and have the consciousness of self objective evaluation;in school,the school leaders should change the unscientific concept of educational evaluation and improve the students' development evaluation system.