A Immediate Evaluation Study Of Classrooms Pointing To Deep Learning

Since the implementation of the new curriculum reform,China's classroom evaluation system has been continuously improved and developed.Classroom evaluation not only pays attention to students' academic achievements,but also discovers and develops students' potential in many aspects,stimulates students' enthusiasm for learning,and promotes students' active and individualized learning under the guidance of teachers.At present,classroom immediate evaluation has been paid more and more attention as a frequent evaluation behavior in classroom teaching,and the promotion effect on students' learning has become more and more obvious,and it has gradually become an important part of classroom teaching.However,in the actual teaching practice,the role of classroom immediate evaluation is often weakened or ignored,and it does not achieve its due evaluation effect.In the face of students' learning,we can't help but think about the direction in which the classroom evaluation to promote students' learning should be directed and what effect it produces.The introduction of deep learning has provided a new impetus for the development of classroom real-time evaluation,re-examined the meaning of classroom immediate evaluation,and gradually transformed the focus of immediate evaluation from breadth to depth.Therefore,the classroom immediate evaluation of deep learning can better promote students' transfer of learning content on the basis of shallow learning,promote the development of students' high-level thinking ability,achieve the purpose of solving problems,and finally promote students' deep learning.occur.In view of this,this study combines deep learning with classroom immediate evaluation,comprehensively uses literature method,classroom observation method and interview method,combines theoretical inquiry with practice investigation to explore how teachers should play the role of classroom instant evaluation in actual teaching and guide Students carry out in-depth learning.This research focuses on this topic and conducts research from the following aspects.The first part is the introductory part.It mainly introduces the reasons for the topic selection and conducts a literature review around the research topic to clarify the current research status of the classroom and the research status of deep learning.On this basis,the corresponding theoretical basis of this research is expounded,the research purpose and significance of this research are found,and the research ideas and methods are determined.The second part is the conceptual explanation.Through the understanding of existing research,the core concepts of deep learning and classroom real-time evaluation are clarified,and the classroom immediate evaluation that points to deep learning needs to continuously promote students' development in cognitive,emotional and abilities,rather than staying in evaluation.In trivial,superficial learning outcomes.On this basis,the characteristics of education,timing,difference and synergy of immediate evaluation are clarified,and the evaluation of students' academic situation is made on the basis of real-time evaluation,so as to ensure the specificity and the evaluation principle of multidimensional development.The third part is theoretical research.Based on the deep analysis of the meaning of immediate evaluation of deep learning,combined with the theory of educational target classification and the results of in-depth study,it promotes students' high-level cognitive development,deepens students' emotional experience and focuses on students' core competence training.Build a corresponding classroom instant evaluation metric.On this basis,the characteristics of the evaluation factors are expounded: the evaluation target is both pre-set and generated,the evaluation content is further expanded,the evaluation subject pays attention to the students' participation,and the evaluation method is multi-effective and effective,and reveals the immediate evaluation process of deep learning.The fourth part is an empirical investigation.This study mainly uses classroom observation method for empirical research.Based on the theoretical explanation,the corresponding research tools are developed for classroom observation,and in-depth interviews with teachers and students provide more comprehensive information.Through analysis,it is found that the main problem of the current classroom evaluation is that the evaluation orientation mainly tends to the shallow learning of students,the random repetition of evaluation language,the single curing of evaluation methods,and the absence of students in evaluation subjects.Through attribution analysis,it is found that the influencing factors are as follows: formal classroom immediate evaluation environment weakening its role in deep learning,dislocation between teacher classroom real-time evaluation concept and deep learning orientation,teacher classroom immediate evaluation skills and student learning needs Asynchronous.The fifth part is the strategy.Based on attribution analysis,the classroom immediate evaluation optimization strategy for deep learning is to stimulate teachers to use instant evaluation to promote deep learning;to improve teachers' instant evaluation skills to meet the needs of deep learning;to build a classroom immediate evaluation community to create deep learning evaluation atmosphere.The last part is summarization and reflection.On the basis of summarizing the results of this study,the remaining deficiencies are proposed and the future research directions are clarified.