A Study On The Construction Of Teachers' Assessment Knowledge From The Perspective Of Post-modern Knowledge Conception

Since the eighth round of basic education curriculum reform was carried out in the new century,the pace of deepening reform in classroom teaching has gradually accelerated,and the quality of teachers' teaching evaluation has been increasingly valued.Stiggins,an American education evaluation expert,believes that teachers should spend one-third to half of their professional time on evaluation-related activities.Teachers must master knowledge related to classroom teaching evaluation and apply it in the classroom to improve teaching quality.The development of teachers' evaluation knowledge is an important topic to improve teachers' professional quality and promote the construction of teachers' team.Through combing the existing literature,we find that the research on teachers' evaluation literacy in our country is increasingly rich,and discuss the significance,content and structure of teachers' learning and constructing classroom evaluation knowledge experience.Therefore,this study focuses on the construction of teachers' evaluation knowledge and puts forward the following basic assumptions:(1)the construction of teachers' evaluation knowledge is influenced by complicated classroom situations,teaching life and professional development;(2)examining the overall structure,construction level and construction strategy of teachers' evaluation knowledge from the perspective of post-modern knowledge is a new idea to improve teachers' knowledge and ability of self-evaluation.This paper mainly studies the three issues about why teachers construct evaluation knowledge,how to construct evaluation knowledge and how to construct evaluation knowledge from the perspective of modern knowledge view.First,it discusses the connotation and characteristics of the traditional view of teachers' knowledge as well as the practical patterns and existing problems of teac hers' construction of evaluation knowledge under the background of the traditional view of knowledge.Secondly,this study takes primary and secondary school teachers as the main body of investigation,and prepares questionnaires and designs interview outlines according to the evaluation knowledge dimensions of teachers in advance to conduct practical investigation on the educational evaluation knowledge reserve of primary and secondary school teachers in Guangxi.According to the survey results,qualitative description and analysis are made on the current situation of primary and secondary school teachers' evelua-tion knowledge and attribution is made.Thirdly,it clarifies that the post-modern view of knowledge is the theoretical foundation for the construction of teachers' evaluation knowledge and the logic of post-modern knowledge construction based on teachers' evaluation knowledge.Postmodern knowledge view has rich implications of uncertainty and diversity,mobility and interactivity,generation and openness.Its unique situational,cultural and pluralistic attributes are in line with the current concept of curriculum reform in primary and secondary schools based on core literacy orientation.Teachers' evaluation knowledge learning should be analyzed in a broader,diversified and complex theoretical and practical framework.Fourth,based on the analysis of the existing theories,three content dimensions of teacher evaluation knowledge are proposed.O ne is to divide the hierarchical structure of evaluation knowledge based on the pluralistic dimension of post-modern knowledge view.The other is to divide the core dimension of evaluation knowledge according to the situational connotation with core meaning in post-modern spirit.The third is to link the marginal areas of knowledge transformation within and outside the situation and divide the marginal dimension.Fifth,based on the horizon logic of post-modern knowledge view,starting from factors such as implicit environment,cultural field,and explicit approach of knowledge construction acquisition,it presents an evaluation knowledge construction path with teachers as the main body,implicit environment of knowledge construction,field media,and explicit path as the media.