A Study On The Implementation Problems And Countermeasures Of High School Comprehensive Quality Evaluation Based On PDCA Cycle

In 2018,Guangdong Province issued the Implementation Measures of Guangdong Provincial Department of Education on Comprehensive Quality Evaluation of Ordinary High School Students(Revised),which first launched the electronic platform for comprehensive quality evaluation of ordinary high school students,bringing a new face to the old topic of comprehensive quality evaluation that has been implemented for more than 20 years.The implementation of the new policy has also brought about new research opportunities.As of April 2021,under the new framework of comprehensive quality evaluation,ordinary high schools in Guangdong Province have carried out five evaluation cycles.Therefore,there has been a certain practice accumulation worth our research and explore some laws.The concern of this study is how ordinary high schools implement the new comprehensive quality evaluation policy,more inclined to education management.The terminal of comprehensive quality evaluation is students,and the main body of evaluation is schools,teachers and students.The focus of this research is not in the theoretical construction of comprehensive quality evaluation,but also the new comprehensive quality evaluation policy in Guangdong Province,but to explore the current situation of the implementation of this new policy in ordinary high schools.Therefore,from the perspective of PDCA cycle theory,this study should analyze the management quality,what experience,what deficiencies,what improvement strategies,and how to cycle the development of this work,which are the direction of this study.To study comprehensive quality evaluation,we should first answer a core question: Do the researchers agree that comprehensive quality evaluation plays a positive role in promoting students ' comprehensive development and personalized development? I guess the answer is yes.With the development of society,people 's demand for education is becoming more and more diversified,and students' desire for personalized development is becoming more and more strong.However,the current education mode of basic education in our country is becoming more and more inconsistent with the people's better expectations.The single education and evaluation mode of ordinary high schools is difficult to adapt to the requirements of personalized all-round development of students.Therefore,a comprehensive and thorough education evaluation reform is imperative.In recent years,the state has made frequent guidance on basic education reform,from the significance,principles,content,content,procedures,organization and management,etc.Its direct goal is to change the current single education evaluation mode and promote the comprehensive and personalized development of students.Guangdong followed every step with the national deployment and walk at the forefront.Comprehensive quality evaluation not only focuses on the process of student development,but also on the application of the results of student evaluation.Its advantage lies in the long-term effectiveness of comprehensive education and the timeliness of educational evaluation.For the traditional education and evaluation mode based on subject examination,the development of comprehensive quality evaluation is not a simple addition and subtraction or substitution method,but the integration method,which is a supplement and enrichment to the traditional evaluation methods.This study mainly adopts literature method,questionnaire survey method and interview methods.Questionnaire and interviews with Guangdong X School as the sample,teachers and students as the main objects,and analyzed the questionnaire information collected through SPSS25 and Excel data analysis software to evaluate the management of the comprehensive quality evaluation process.The survey results show that the overall recognition of the school comprehensive quality evaluation process management is in a low recognition level,mainly for the school comprehensive quality evaluation planning is not strong,teachers evaluation professionalism is not high enough,teacher training is not deep enough,the evaluation process and results supervision is not rigorous enough,the credibility of the evaluation results.And targeted to put forward the improvement strategy,such as updating the evaluation concept,strengthening the teachers and students training,establish a special management team,strengthen the inspection and assessment,strengthen the summary and improvement,etc.