A Study On Present Situation Of Teachers' Assessment Literacy For Integrated Practical Activity Curriculum Of Primary School In Chongqing

In recent years,the country increasingly emphasizes the reform of educational evaluation.As an active,practical and integrated course,the student evaluation of integrated practical activity curriculum is different from that of subject course.This puts forward new requirements and challenges to the evaluation quality of teachers in integrated practical activity curriculum.The stratified random sampling method was used for a total of 336 primary schools in Chongqing's 3 main urban areas and 2 outer suburbs in 5 urban primary schools,5 urban-rural fringe primary schools,and 5 township primary schools.The current situation of teachers' evaluation literacy was investigated,and one integrated practical activity curriculum teacher and one student were randomly selected from the15 primary schools that issued the questionnaire.A total of 15 integrated practical activity teachers and 15 students were interviewed.The conclusions of the questionnaire study on the evaluation literacy of teachers in integrated practical activities in Chongqing primary schools are as follows:(1)The evaluation literacy of teachers is generally at a medium level,and there is more room for improvement in evaluation knowledge and evaluation skills;(2)Teachers agree about the developmental student evaluation concept in the integrated practical activities,and having a correct understanding of the evaluation ethics principles that should be followed in the student evaluation activities,but the active emotional investment in actively carrying out student evaluation is not enough;(3)The level of teachers' knowledge of the dimension of knowledge is of medium,but poor mastery of knowledge in collecting student evaluation information,and insufficient understanding of the usage of evaluation methods commonly used in integrated practical activities;(4)The teachers' skill status in effectively organizing student participation in evaluation,rationally designing evaluation programs,and rationally using evaluation methods,it is poor and needs to be improved urgently.(5)There are significant differences in the evaluation literacy of primary school integrated practical activities teachers with different teaching ages,educational backgrounds,school types,main teaching subjects and training experiences.And in combination with the results of questionnaire survey,this study on the investigation of chongqing to participate in the school in fifteen different background information in the primary school teachers' integrated practice activity in interviews,the results showed following problems:(1)to the student evaluation activity into the emotion and energy shortage;(2)lack of knowledge of evaluation theory;(3)the ability of design evaluation scheme is insufficient;(4)lack of ability to use evaluation methods;(5)Lack of ability to guide and organize students to conduct self-evaluation and mutual evaluation;(6)The evaluation literacy level of teachers who have not received training in integrated practical activities needs to be improved;(7)The level of teachers' evaluation literacy in township primary school integrated practice needs to be improved urgently.The main reasons for the above problems are as follows:(1)The number of full-time teachers for integrated practical activities is seriously insufficient;(2)Teachers have a psychology of avoiding student evaluation activities;(3)The education and training resources provided by remote schools are limited;(4)The curriculum of integrated practical activities in higher normal colleges is not perfect;(5)Management and supervision of education administration departments The work is not in place.Based on the results,the corresponding strategies are put forward from four aspects:(1)Teachers: teachers change the concept of evaluation,form the subject consciousness of learning evaluation knowledge,teachers strengthen the importance of process evaluation and teachers to effectively implement the organization of students to conduct self-evaluation and mutual evaluation.(2)Schools: Optimize the assessment system for teacher evaluation literacy in integrated practical activities,attach importance to pre-service training of teacher evaluation theory-related knowledge,and hire university experts to provide post-employment guidance for teacher evaluation practices;(3)Educational administrative departments: increase the recruitment quota of integrated practical activity teachers,Strengthen the training and management of part-time teachers in integrated practical activities.