Research On The Current Situation And Improvement Strategies Of Classroom Immediate Evaluation Of Senior Chinese Teachers In Primary Schools

Since the new curriculum reform,the state has paid more and more attention to education evaluation,and promulgated many programmatic documents on evaluation.The field of education evaluation is facing a paradigm shift,from "evaluation of learning" to "evaluation for learning".In this context,the classroom evaluation system has gradually improved.Classroom evaluation is not only related to the improvement of students' academic achievement,but also allows students to constantly modify their own behavior in the process of being evaluated and get all-round development.Of course,the other subject teachers can also improve their own teaching and improve teaching efficiency through the students' learning information collected by classroom evaluation.As a kind of on-the-spot and immediate formative evaluation in the classroom evaluation system,classroom immediate evaluation has not been given due attention in the actual classroom.Teachers' real-time classroom evaluation literacy is not high,and even produces many inefficient real-time classroom evaluation,which is difficult to continuously and comprehensively promote the growth of students.In this study,through in-depth primary school senior Chinese classroom,using classroom observation,interviews,and combined with case analysis,the classroom real-time evaluation of teachers is studied and analyzed.Specifically,it includes the following parts.The first part is the introduction.This paper mainly expounds the origin of the research,literature review,research purpose and significance,research ideas and methods.Through literature review,this paper clarifies the current research situation in the field of classroom immediate evaluation,and on this basis,clarifies the connotation of the core concept,then expounds the theoretical basis,research purpose and significance of this study,and determines the research ideas and research methods.The second part is the theoretical explanation of the real-time evaluation of Chinese classroom in senior primary school.It includes the connotation,function and principle of real-time evaluation in primary school Chinese classroom.Specifically,this part clarifies the continuous guidance,timely diagnosis and on-the-spot incentive function of the real-time evaluation of Chinese classroom in senior primary school,and expounds the specific principles of the real-time evaluation,including four principles:closely adhering to the Chinese learning objectives,based on Chinese literacy,grasping the Chinese classroom situation and paying attention to the differences of students' Chinese level.The related explanation here provides a certain theoretical basis for the follow-up research.The third part is the investigation of the present situation of the real-time evaluation of Chinese classroom in senior primary school.This part first explains the basic situation of the respondents,and then explains the research tools,including classroom observation record and interview outline.Through classroom observation,supplemented by interviews,this paper presents the survey results of real-time classroom evaluation of senior primary school Chinese teachers.The fourth part is on the basis of the survey results,to analyze the existing experience and existing problems of classroom real-time evaluation of primary school senior Chinese teachers.In this part,we find that teachers have already acquired the literacy of classroom real-time evaluation,and the real-time evaluation is mainly positive evaluation.In addition,according to the information collection of classroom observation record form and interview outline,the problems existing in the classroom real-time evaluation of primary school senior Chinese teachers are discovered,including five aspects: insufficient presupposition of real-time evaluation,improper way,incomplete content,single subject and homogeneous object,and each aspect has carried out more detailed problem mining.The fifth part is the analysis of the causes of the problems,from the two aspects of teachers and schools for specific,in-depth analysis.The sixth part is to put forward the corresponding optimization strategy for the problems.It mainly includes six aspects: paying attention to reasonable real-time evaluation presupposition,adopting appropriate real-time evaluation methods,cultivating perfect real-time evaluation content,advocating multiple real-time evaluation subjects,distinguishing different real-time evaluation objects,and enhancing the attention to real-time evaluation.