The Practical Research On Group Education In The Area From The Perspective Of The Balanced Development Of Compulsory Education

In order to implement the national education evaluation reform and the localized practice requirements of Shanghai Green Index District,Shanghai J District is trying to build a student vitality evaluation index system and innovate an education support system aimed at stimulating student vitality.This study is the result of the author’s participation in the above research.The requirements of deepening the reform of education evaluation in the new era have pointed out the direction for the student evaluation system and proposed that the evaluation of students should be a comprehensive quality evaluation from multiple angles and all aspects.The elementary school stage is the basic stage of student development and plays a key role in the future growth of students.Meanwhile,paying attention to the development of pupil’s vitality is not only a framework for connecting the country’s core literacy education,but also a response to the regional education development plan.This research focused on the reform and innovation of education evaluation,and uses pupil’s vitality as an entry point,striving to build a vitality evaluation index system for primary school students that meets the requirements of education evaluation reform,and understand the current development status of primary school students’ vitality.Therefore,this study concentrates on two main issues.First is constructing a scientific and systemic evaluation index system for pupils’ vitality,and second is testing the level and characteristics of pupil’s vitality development in elementary school.According to the research purpose and the problems to be solved,this research includes two parts.One is the construction of the index system of pupils’ vitality evaluation.Firstly,through literature reading and analysis,the concept and content of pupil’s vitality were clarified,and the theoretical basis for student vitality evaluation was sought.Then we determined the preliminary content and framework of the pupil’s vitality evaluation vitality index system.Secondly,carried out Delphi surveys,conducted expert interviews,modified and improved the preliminary index system,and finally formed a scientific,reasonable,and objectively applicable primary school student vitality evaluation index system that meets the requirements of educational development.The second part is the investigation and empirical analysis of pupil’s vitality,which,on the one hand,was to verify the rationality of the designed index system and on the other hand,can help us understand the vitality of primary school students in District J of Shanghai.In this part,it is necessary to design the "Test Questions on Student Vitality in District J of Shanghai" based on the determined indicator system,and conducted tests with fourth-grade students from 35 schools as the research objects;secondly,perform statistical analysis on the data collected in the test survey to understand the current student vitality in the area Then summarize and reflect on the characteristics and deficiencies of school education and teaching activities,and put forward relevant suggestions for improvement.Through research and analysis,this study drew the following conclusions:(1)Based on the theory of self-determination and guided by the "five educations" of morality,intelligence,physical education,art and labor,the pupil’s vitality evaluation index system consists of 3 first-level indicators,15 second-level indicators,and 41 reference third-level indicators.The first-level indicators are named "Live Learning,Wisdom","Self-confidence," and "Joyfulness",corresponding to vitality‘s competence,autonomy and relatedness.The second-level indicators started from the five levels of morality,intelligence,fitness,and labor,which refined the first-level indicators.(2)Students in Shanghai J District have good vitality performance in relatedness but poor in competence,and performance in autonomy is at the middle level.(3)In the five levels of morality,intelligence,physical education,art and labor,students have highest scores for labor and lowest scores for intelligence.(4)There are significant differences in the level of student vitality among different schools,and schools with high-level scores are relatively concentrated.(5)There is no significant difference in the vitality level of students of different genders.The overall level of vitality of girls is higher than that of boys,and the vitality development of male and female students has its own characteristics.(6)There is significant difference in the vitality level of students with different household registrations,and the vitality of Shanghai household registration students has developed well.In response to the above research conclusions,this research puts forward the following suggestions for carrying out educational evaluation and developing student vitality: First,innovate in education evaluation and build an education support system for students’ all-round development;second,focus on the development of students’ vitality and competence,and improve student vitality training programs;third,promote curriculum and teaching reforms to stimulate students’ wisdom and vitality;fourth,strengthen regions Exchanges between internal schools promote the sharing of high-quality educational resources;fifth,pay attention to differences in student vitality development and promote balanced development of vitality.