Research On The Problems And Strategies Of Classroom Assessment Reflection Of Primary And Secondary School Teachers

Since the new curriculum reform,the Ministry of Education and the State Council have issued a series of documents concerning the reform of student academic evaluation.Especially in October 2020,the Communist Party of China Central Committee and the State Council issued the deepening the reform of new times education evaluation overall scheme,which clearly put forward the new times education evaluation reform is one of the key tasks of“to evaluate the primary and secondary schools reform,improve sexual and the results of examination of organic combination of academic evaluation system”.The transformation of students’ academic evaluation concept makes teachers become the main body of students’ academic evaluation,and the evaluation practice of teachers in daily class becomes the focus of attention.The level of their classroom assessment ability directly becomes the key to the smooth development of the evaluation practice.Reflection is one of the key factors in the improvement of teachers’ classroom assessment practice ability.Therefore,the level and quality of teachers’ classroom assessment reflection directly affect the effect of classroom assessment practice.However,the current performance of teachers’ classroom assessment reflection is not ideal,and there are still some problems.Therefore,it has become the focus of current research to find out the problems existing in teachers’ classroom assessment and reflection and put forward targeted strategies.This study with teacher’s classroom assessment reflection as the theme,the so-called“teacher’s classroom assessment reflection” refers to in order to improving the quality of classroom assessment,thus promote the development of students’ academic,From the cognitive,practical,affective,meta-cognitive and critical dimensions of classroom assessment reflection,teachers take classroom assessment activities and the theories and assumptions behind these activities as the objects,actively,actively and continuously carry out thorough and in-depth thinking,and in the thinking process,they can clarify the classroom assessment problems encountered,and actively seek a variety of methods to solve the process of the problems.The specific content of this study is as follows: firstly,the relevant literature on teacher’s classroom assessment reflection at home and abroad is sorted out,and the basic situation of classroom assessment reflection is analyzed.Then,on the basis of “teaching reflection model” proposed by Akbari and other scholars,combining with the actual situation of teachers’ classroom assessment reflection,a “framework of teachers’ classroom assessment reflection” is constructed.On this basis,the initial questionnaire of classroom assessment reflection of primary and secondary school teachers was prepared.After quality analysis,the formal questionnaire and interview outline were formed,which included “cognition,practice,affection,meta-cognition and criticism”.Next,through the questionnaire method,interview method,text analysis method to understand the current situation of classroom assessment reflection of primary and secondary school teachers.The results show that the level of classroom assessment reflection of primary and secondary school teachers in China is above the average level,and there are differences in gender,academic period,region,title and other aspects.Finally,based on the empirical investigation,this study reveals the problems existing in the classroom assessment reflection of primary and secondary school teachers,discusses the reasons behind the problems,and puts forward targeted improvement strategies from the aspects of teachers,schools and education departments.