Research On Classroom Teaching Assessment Transformation Under The Background Of The Key Competence

Classroom teaching is the central problem of education,education workers concerned about the quality of classroom teaching.By The arrival of information age,the change in social demand for talents,key competences has gradually become the key factors of talent development,and also change the classroom teaching and evaluation correspondingly.The research of classroom teaching assessment transformation under the key competences has been important theoretical and practical significance.Through the analysis of the current situation of classroom teaching evaluation,this paper tries to understand the limitations of classroom teaching evaluation in our country and the requirements of key competence for classroom teaching evaluation.To explore how to give full play to the educational function of classroom teaching evaluation,and to achieve an effective evaluation of key competence through the reform of evaluation subjects,mechanisms,techniques,and indicators.Firstly,we uses the literature analysis method to carry on the theory exploration to the classroom teaching evaluation transformation,discerns the main concept,understands the classroom teaching evaluation transformation characteristic and the type.This paper analyzes the value orientation of classroom teaching evaluation under our core literacy policy,and the main performance of the current classroom teaching evaluation transition.Secondly,we uses the interview method to carry on the practice exploration to the classroom teaching evaluation transformation,the classroom teaching evaluation in the practice transformation is driven by the concept renewal,the information technology vicissitude,the benefit changes,the educational reform and so on.And put forward the the constraints of current classroom teaching evaluation;The third chapter uses the comparative research method to carry on the international comparison to the classroom teaching evaluation transition,taking the United States as an example.This paper analyzes the International Development and trend of classroom teaching evaluation transition,introduces the practice of the 21 st century skills evaluation in the United States from federal,state and school levels,and summarizes the international experience of classroom teaching evaluation transition.Chapter IV presents the findings and recommendations.We finds that the deep value of high quality is neglected,the utilitarianism of evaluation is still tenacious,the main consciousness of students is lost,the lack of information technology application and the evaluation index can not reflect the essence of effective classroom teaching.Combining with the problems of core literacy,this paper focuses on the problems of classroom teaching evaluation transition,such as the urgent need to change the evaluation concept,the difficulty of defining evaluation indicators,the difficult problem based on network technology evaluation,and the bottleneck of traditional evaluation paradigm.The transformation of classroom teaching evaluation in our country should realize the transformation of the subject of classroom teaching evaluation,improve students 'subject consciousness,and establish the evaluation orientation of "teaching by learning evaluation";Improve the evaluation mechanism of classroom teaching,improve the existing standardized tests,and use the evaluation of the authenticity of the situation;Innovation of classroom teaching technology,the creation of online resource centres,the establishment of a tracking and feedback database;Improve the evaluation index system of classroom teaching,scientifically define the content standards and performance standards of core literacy,Improve the existing evaluation index of classroom teaching,and maintain the cohesion and consistency of evaluation index of classroom teaching.