Research On The Construction Of Quality Evaluation Index System Of Middle School Students' Learning Process

As the concept of education in our country transitions from the goal of "dual bases" to quality education and then to core literacy,my country's education evaluation has also transitioned from a result evaluation of scores,advancement,and diplomas to a focus on participation,experience,and thinking.The procedural evaluation of exercise is aimed at fully implementing the Lide Shuren education mechanism.From a macro perspective,student learning is composed of learning process and learning results.The quality of learning process and learning result together reflect the quality of student learning.For a long time,the evaluation of students' learning results has exposed disadvantages such as hindering the development of students' multi-faceted abilities and solidifying students' thinking.The evaluation method that takes students' learning process as the evaluation object is widely advocated and widely disputed.On the one hand,this evaluation method can help students improve Th e learning process,improving the quality of the learning process,optimizing learning strategies and skills,and obtaining the necessary qualities for lifelong learning.On the other hand,the learning process is in dynamic development,and the scientific nature of the learning process evaluation lacking theoretical guidance is still controversial,and it is difficult to effectively measure the quality of the learning process of students.Marzano's classification theory describes the learning process model of students and provides a logical starting point for this research.This research attempts to dig deep into the internal connection between Marzano's classification theory and the quality evaluation of students' learning process,and based on theoretical analysis of the quality evaluation indicators of middle school students' learning process,constructs a quality evaluation index system for middle school students' learning process.The practical state of performance.This research is divided into five parts:The first part is the introduction.This part includes the reasons for the topic selection of this research,a literature review of the existing research,the theoretical basis supporting this research,the research questions and hypotheses,the overall research ideas and specific research methods,the purpose and significance of the research.To clarify the context and lay the foundation for follow-up research.The second part is the internal mechanism of the quality evaluation of the learning process under the Marzano classification theory.This part first summarizes the two core concepts of Marzano classification theory and learning process quality evaluation;secondly,it deeply analyzes the internal connection between Marzano classification theory and learning process quality evaluation;finally discusses the evaluation based on Marzano classification theory The value meaning of the quality of the learning process.Lay a theoretical foundation for the construction of subsequent index systems.The third part is the research design of the quality evaluation of middle school students' learning process based on Marzano's classification theory.This part first introduces the learning evaluation concept under the multi-dimensional perspective;secondly,it analyzes the elements of learning process evaluation,including evaluation purpose,content,object and mode;finally,it describes the indicator design process and principles of learning process quality evaluation.Provide practical guidance for the construction of the subsequent index system.The fourth part is the evaluation index system of middle school students' learning process quality under the Marzano classification theory.This part is both the focus and difficulty of this research.In this part,through the process of theory refining,interview supplementation,and expert revision,it is determined that the quality evaluation index system of middle school students' learning process consists of 4first-level indicators and 15 second-level indicators,namely learning motivation Y1(a sense of knowledge value identity,a sense of learning efficacy,Learning interest,academic expectations),learning strategy Y2(learning goal setting,learning activity monitoring,application of learning methods,utilization of learning resources),cognitive ability Y3(extracting review,integrating understanding,analyzing and reconstructing,consolidating application)and learning participation Y4(participation attitude,communication and cooperation,self-exhibition),and using the analytic hierarchy process to calculate the weight assignment of the experts to all levels of indicators,the expression of the quality evaluation of the learning process of middle school students under this indicator system is Y=0.34Y1+0.22Y2+ 0.20Y3+0.24Y4.The fifth part is the verification of the quality index system of middle school students' learning process under the Marzano classification theory.The quality performance of the learning process of 490 middle school students was investigated through self-compiled questionnaires.Through data analysis,the Cronbach's Alpha coefficients of the first-level indicators were 0.854,0.928,0.945,and 0.872,which were all greater than 0.85,and the second-level indicators were 0.854,0.928,0.945,and 0.872.The Cronbach's Alpha coefficients of the questionnaires are all between0.6 and 0.88,and the overall Cronbach's Alpha coefficient of the scale is 0.967>0.9,indicating that the quality of the questionnaire data is high.Moreover,the correlation coefficients between the first-level dimensions and the questionnaire scale ranged from 0.825 to 0.925,showing a high degree of correlation,indicating that each dimension can well represent the content of the questionnaire evaluation,verifying the operability and effectiveness of the indicator system.The sixth part is the research reflection on the quality evaluation of the learning process of middle school students under the Marzano classification theory.This part summarizes the conclusions of this research;reflects on the deficiencies of the research;and looks forward to the future research prospects.