A Study On The Conclusive Evaluation Of Music Classroom Teaching In Junior Middle School

In October 2021,at a press conference of the Ministry of Education,Wang Dengfeng,Director of the Department of Sports,Health,and Art Education,introduced that "four provinces in China,namely Jiangsu,Hunan,Yunnan,and Henan,have fully implemented the scoring of aesthetic education middle school enrollment,and 12 cities in other provinces have also started the scoring of aesthetic education middle school enrollment.With the comprehensive implementation of" aesthetic education entering middle school enrollment ",the attention to the final evaluation of middle school music classroom teaching has become increasingly high.After a year of intense preparation,the Education Bureau of Xinxiang City officially introduced the "Implementation Plan for the Art Education Examination in Xinxiang City’s Middle School Enrollment" in April 2022.The plan stipulates that in May 2022,it will be the first in the city to adopt a human-machine dialogue method for the general high school entrance examination(referred to as the middle school entrance examination)in the field of music.Human machine dialogue is a way of working in a computer,where the computer operator or user interacts with the computer through a console or terminal to display a screen and engage in dialogue.At this point,the music middle school entrance examination,as one of the important links in the final evaluation of middle school music classroom teaching,has specific evaluation methods.The author works at Xinxiang No.1 Middle School and is a music teacher in the ninth grade.Due to the organization and participation of the author in various work related to the final evaluation of music classroom teaching in the first middle school of Xinxiang City,I am familiar with the implementation process of the final evaluation of music classroom teaching in the first middle school of Xinxiang City.Therefore,this article focuses on the summative evaluation of middle school music classroom teaching in Xinxiang No.1 Middle School.This article adopts literature research method,interview method,questionnaire method,and case study method to conduct the following five parts of research.The introduction section elaborates on the research background and significance of this article,conducts a literature review,and introduces research methods.The first chapter is an overview of the summative evaluation of middle school music classroom teaching.Firstly,it is discussed that summative evaluation belongs to one of the important categories of classroom teaching evaluation.Secondly,discuss the subject and object of the summative evaluation of classroom teaching.Finally,discuss the significance of the summative evaluation of middle school music classroom teaching.Chapter 2 is the implementation of the summative evaluation of middle school music classroom teaching.This article discusses the three stages of the implementation of the summative evaluation of music classroom teaching in junior high schools in Xinxiang City,namely the mid-term academic level survey test,the final academic level survey test,and the general high school enrollment exam.Among them,the mid-term academic level survey test is conducted through interviews,the final academic level survey test is conducted through written exams,and the general high school enrollment exam is conducted through human-machine dialogue.Chapter 3 is a survey and analysis of the effectiveness of the summative evaluation of middle school music classroom teaching.Using student questionnaires and teacher interviews,investigate the effectiveness of the summative evaluation of music classroom teaching in junior high schools in Xinxiang City.Summarize the results of student questionnaires and teacher interviews,analyze the problems in the summative evaluation of middle school music classroom teaching,and draw conclusions.Chapter 4 is the improvement measures for the summative evaluation of middle school music classroom teaching.Based on the previous text,from the perspective of student development,improve the effectiveness of summative evaluation;Enhance teachers’ teaching and research abilities and promote the improvement of summative evaluation;Develop review and answer skills,and discuss improvement measures for the summative evaluation of middle school music classroom teaching from three aspects: responding to the general high school entrance examination.As a result,the author organized and participated in the first music entrance examination in Xinxiang City,and participated in the early research and later testing of the human-machine dialogue system throughout the entire process.Therefore,the author is relatively familiar with the situation of the first middle school entrance examination in Xinxiang City.Therefore,in Chapter 2 of this article,the author focuses on the introduction of the music human-machine dialogue entrance examination.In Chapter 3,a questionnaire survey was conducted on the 2022 student representatives who participated in the music entrance examination for the first time.In Chapter 4,Improvement Measures,based on the investigation and analysis in Chapter 3,this study takes representatives of seventh grade students as an example to illustrate the feasibility of customizing personalized summative evaluations with intelligent means as a supplement.This article takes Xinxiang No.1 Middle School as an example to study the specific implementation and effectiveness of the final evaluation of middle school music classroom teaching in Xinxiang No.1 Middle School.It proposes the shortcomings and improvement measures of the final evaluation of middle school music classroom teaching,aiming to encourage more provinces and cities to accelerate the implementation of the policy of "aesthetic education entering middle school enrollment",promote the development of the final evaluation of middle school music classroom teaching,and improve the overall level of middle school music classroom teaching.