Investigation And Research On English Classroom Teaching Evaluation Of Senior High Schools In Wanzhou Urban Area: Problems And Countermeasures

The implementation and development of quality education in our country makes the traditional education model,which is based on the teacher-centered,textbook-oriented,and exam-based evaluation model,gradually reveal numerous shortcomings.The results of classroom instruction evaluation affect all aspects of instruction and learning.What kind of classroom teaching evaluation method is the most effective for learning and the most beneficial for instruction? This is a topic worthy of an in-depth research and discussion for all walks of life,teachers,parents,education administrators included.This research chose the urban district in Wanzhou of Chongqing as the research target.To begin with,the author reviewed the latest theoretical results of classroom instruction evaluation at home and abroad.Then,under the guidance of the new requirements on instruction evaluation proposed by the New Curriculum Standard(2017),the author set off the research on the evaluation of English instruction in high schools.In this research,the author intends to solve three problems: Firstly,what is the status of English classroom instruction evaluation in high schools in Wanzhou urban district.Secondly,what are the problems encountered in the implementation of the evaluation of English instruction in high schools in Wanzhou urban district.Thirdly,what methods can be applied to improve the current situation of English instruction evaluation in senior high schools in Wanzhou urban district.Focusing on the above three problems,this research used four methods:literature method,questionnaire survey method,interview method,and classroom observation method.First of all,the author sorted and classified the literature on classroom instruction evaluation at home and abroad to comb the research progress.Secondly,the author took three middle schools in Wanzhou urban district as the survey targets,and investigated the current situation of the evaluation of English instruction in high schools in Wanzhou urban district through research methods such as designing questionnaires,writing interview outlines,and participating in classroom observations.The survey results show that in the high school English classroom in Wanzhou urban district,teachers have made some positive changes in the concept of classroom instruction evaluation.The method of classroom instruction evaluation haschanged from a single method to some multiple methods.The content of classroom instruction evaluation has also changed from the traditional emphasis on students' knowledge and skills to the development of students ' core competence of English discipline.However,in the research,the author also found that there are still some problems in the evaluation of English instruction in senior high schools in Wanzhou urban district.For example,the content of instruction evaluation is still based on instruction materials,mainly textbooks.Teachers still stays in quantitative evaluation,thus lack novelty.The subject of instruction evaluation is still single,lacking multi-dimensionality and so on.In view of the above problems,the author put forward several suggestions both theoretically and practically.Theoretically: firstly,advocating and improving the high school English classroom instruction evaluation system,so as to provide theoretical basis for evaluators and improve the quality of instruction evaluation.Secondly,to improve teachers' understanding of instruction evaluation and change the traditional outdated evaluation ideas.Practically : Firstly,we must advocate the joint efforts of English subject experts and teachers to formulate specialized instruction evaluation standards that conform to English subjects,thereby standardizing the behavior of instruction evaluation.Secondly,Teachers should participate in professional training activities to change the concept of instruction evaluation and promote the improvement of teachers' professional development.The third is to encourage teachers to participate in assessments and promote the improvement to teachers' instruction evaluation ability.The fourth is to encourage all parties to use the network platform effectively to assist instruction evaluation.