Research On The Design Of Procedural Evaluation In The Teaching Of Information Technology Courses In The First Year Of Junior High School

According to the "Overall Plan for Deepening Education Evaluation Reform in the New Era" issued by the Central Committee of the Communist Party of China and the State Council,"Opinions on Deepening Education and Teaching Reform and Comprehensively Improving the Quality of Compulsory Education",and the Ministry of Education and other six departments have formulated the "Guidelines for the Quality Evaluation of Compulsory Education".It strengthens the dynamic,diagnostic and pluralistic nature of evaluation,which is conducive to breaking the fixed evaluation method of "one test determines a lifetime",promotes the diverse and comprehensive development of evaluation objects,and is conducive to improving the scientific,professional and objectivity.has important and far-reaching significance.Based on the theory of multiple intelligences,constructivism and humanism,this research faces all students,pays attention to the individual differences of students,and pays attention to the whole learning process of students.This research is based on the teaching research and process evaluation research of Gao Lingbiao,Wang Yongping,Ding Yingmei,etc.,and the two are effectively combined and applied to the teaching of the information technology course in the first year of junior high school.The innovative process evaluation tool can effectively make the first-year students feel fun in the information technology course,not be restricted to innovate and think,and improve the students' enthusiasm for the information technology course.The first is to understand the process evaluation,identify relevant problems,and define concepts and theories.In this study,literature research method,interview method,questionnaire survey method and classroom observation method were used.The literature research method mainly lays the groundwork for the idea of this research and the design of the process evaluation tools,the interview method and the questionnaire survey method are used to analyze the students and teaching content,and the classroom observation method is used in the research implementation process.In this study,the students and teaching content were analyzed,and on the basis of a full understanding of the teaching situation,the process scales that had been used by Wang Yongping and Ding Yingmei were used for reference,and repeated revisions were finally determined in this study.The scales used,and then design related process evaluation scales,works evaluation scales and observation record scales and other process evaluation tools.Then,in the first-year information technology course,the process evaluation tool was revised,analyzed and practiced through three implementation processes,and there was reflection and improvement after each implementation process.Reflecting and improving will facilitate the next implementation and make adjustments to problems that arise during the process.It can be seen from the results obtained from the research that,based on the process evaluation,the teaching of information technology courses in the first year of junior high school can understand each student,and can also improve students' interest in learning,effectively exert students' creativity and imagination,and also Being able to understand their own problems from the process evaluation is helpful for students to improve themselves and form good study habits.There are also deficiencies in this study,which will continue to be supplemented and revised in the future.