A Research Of Physical Education Learning Evaluation Implementation And Countermeasure In Hainan Middle School

The evaluation of physical education is a kind of evaluation to the students' learning process and learning effect.Increasing of sports learning evaluation research in colleges and universities,but the research on middle school students,especially junior middle school students learning evaluation of physical education and sports is less,how to effective evaluation of the students of junior high school students is a need to solve the problem.Combined with a variety of sports education thought and the new "curriculum standard" proposed by the sports learning evaluation theory,summarizes the development trend of sports learning evaluation and research results at home and abroad on the basis of,mainly using the literature material law,questionnaire survey and mathematical statistics research methods,such as,Dan Zhou in Hainan Haikou,Sanya,Qiong Hai Tun Chang five cities and counties in six middle school(middle school)in 1000 and 110 physical education teachers in junior high school students as the research object,the current situation of sports learning evaluation in junior high school students in Hainan province were studied.The specific content of this paper mainly includes the following two aspects: first,the investigation of the implementation status of sports learning evaluation.Covers the evaluation content,evaluation methods,evaluation subject,evaluation standard,evaluation tools and popularization of six areas as a result,the evaluation content includes the students' physical fitness,knowledge and skills,learning attitude,affective expression and the cooperation spirit of the four elements;Second,the countermeasures of sports learning evaluation.The evaluation content,methods,subjects,standards,tools and results of the implementation status are put forward respectively.In addition,the author studies the function,function,existing problems and satisfaction of sports learning evaluation from teachers and students.Research results show that:1.The overall satisfaction of the junior middle school teachers and students in Hainan Province is not high.The teacher's understanding of the nature and function of the physical education learning is better than that of the students.However,there is also the problem of excessive attention to the selection and screening function of the sports learning evaluation.Students all have a strong desire to reform and improve the evaluation of sports learning.2.Teachers place too much emphasis on students' physical health and evaluation of sports skills,but they pay less attention to students' learning attitudes,etc.,and fail to achieve a comprehensive evaluation of students.To this end,students' learning attitude,affective performance,etc.,are included in the evaluation of student sports learning.Students expect to realize the diversity of evaluation content.3.Junior high school teachers in Hainan Province use too much of summative assessment methods,but use less of process assessment methods.For this reason,combining the process evaluation of student's effort,progress,etc.with the summative assessment of sports skills,theoretical knowledge,etc.,and diversification of sports learning evaluation methods have become students' strong expectations.4.Teachers use absolute evaluation standards to occupy an absolute position and relative evaluation criteria are not fully utilized.To this end,they break the absolute evaluation criteria,respect individual differences in physical fitness and sports skills,and realize the evaluation standards for physical education learning.Differentiation has become eagerly desired by junior high school students.5.The evaluation of sports learning takes teacher evaluation as the main body,and students rarely or never participate in it;students strongly desire to participate in the evaluation of sports learning in person and realize the diversity of evaluation subjects.6.Teachers over-reliance on a ruler,a stopwatch or through the teacher's naked eye to observe students' technical movements as a tool for sports learning evaluation,the students' attitudes on learning,affective performance,cooperation and other non-intellectual factors such as lack of consideration;students are eager to evaluate Diversified tools can accurately and objectively reflect their own sports learning.7.The form of the evaluation results is mainly in the form of quantified scores and grades.As the main method of qualitative assessment,the reviews have not been fully used by teachers,and the evaluation results have failed to provide timely feedback;students expect the humanized form of sports learning evaluation results.Downplay the quantitative evaluation to strengthen the qualitative evaluation,and evaluate the achievements and levels achieved through quantitative and qualitative results,and point out the direction of efforts andimprovement in a timely manner.In response to the deficiencies found in the current survey,the following countermeasures are proposed: 1.Correctly consider the nature and functions of sports learning evaluation in terms of ideology and understanding,so that teachers and students can correctly understand the evaluation function of physical education learning,so that the role of evaluation can be fully realized.Play;2.In the evaluation content,to achieve a combination of explicit and implicit multiple evaluation;3.From the evaluation method,the realization of process evaluation and summative evaluation of the effective combination and flexible use;4.In the evaluation of the main At the same time,teachers and students are encouraged to combine with each other to evaluate the diversity of the subject;5.In the evaluation criteria,pay attention to differences,respect the individual differences of students;6.In the evaluation results,focusing on humanization,quantitative and qualitative assessment combined;7.The "National Student Physical Health Standards" was incorporated into the evaluation process of sports learning.Both the progress and learning attitude were taken into consideration,and the process evaluation and individual evaluation criteria were fully used to evaluate the implicit content.