Research On The Elements Of Informatization Classroom Evaluation From The Perspective Of Teachers And Students

With the promulgation of the "Action Plan for Education Revitalization for the 21 st Century" in 1998,China officially defined the development plan for information-based classroom teaching centered on computers and multimedia applications.Up to now,information technology has had a tremendous impact on the education of China's compulsory stage in these two decades.Today,the classroom teaching in China's compulsory stage has long been inseparable from information technology.However,while information technology changes classroom teaching,it also makes a huge change in the way the classroom is evaluated.Teaching activities are carried out around teachers and students.The research on informational classroom teaching evaluation from the perspective of teachers and students has been a research hotspot of many experts and scholars.This study starts from the perspective of teachers and students,focusing on the information literacy that teachers and students should have in the classroom teaching under the different standards.Organize the relationship between teachers and students and the classroom teaching environment and teaching content.I hope that I can explore the evaluation elements of informatization classroom teaching from the relationship among teachers,students,environment,content and other four classroom elements.In terms of research methods,in addition to using the literature analysis method,the research on the evaluation elements of informatization classroom teaching also participated in the information technology application capacity improvement project of the primary and middle school teachers in Guangxi,and obtained the survey data for analysis.On the one hand,through reading a large number of relevant domestic literature,the research background,relevant concepts,theoretical basis of informational classroom teaching evaluation,and relevant evaluation standards of informational classroom teaching are organized.While collecting relevant standards for informatization classroom teaching evaluation,it analyzes and summarizes the evaluation factors included in these standards,and determines the basis for the division of these evaluation factors.And preliminaryly sort out the basic evaluation elements of the information-based classroom under the vision of teachers and students.On the other hand,in order to ensure that the elements of the informatization classrooms explored are more in line with the actual situation of first-line primary and secondary schools.Through the baseline survey of the actual information technology application capacity improvement project of the primary and secondary school teachers in Guangxi,relevant research tools and some research data were obtained.After analyzing the research tools and the survey data,we can understand the information literacy of teachers and students and the problems presented by the data.And think about which evaluation factors will be involved in solving the problem.The evaluation factors obtained in this part are combined with the evaluation elements of the literature analysis,and the final evaluation factor model is obtained after finishing.The evaluation factor model that needs to be explored needs to be put into the actual informationization classroom to test its effectiveness.Therefore,it is necessary to add corresponding evaluation indicators to the evaluation factors.In order to ensure that these indicators can be scientifically evaluated in the informatization classroom,three rounds of expert correspondence are required before the questionnaire is prepared and placed in the actual classroom.After the completion of the survey,the questionnaire was placed in two classes in two middle schools in the district to observe the evaluation status.