A Meta-research On The Basic Theory Of Instructional Evaluation

Teaching evaluation theory is the focus of teaching evaluation research.Meta research on teaching evaluation theory is not only the primary problem of teaching evaluation theory research,but also an important field of teaching theory research.Since the emergence of teaching,under the guidance of different teaching ideas,many teaching evaluation theories have been formed in the research field of teaching evaluation.With the changes of the times,some teaching evaluation theories have been eliminated soon,but some teaching evaluation theories have occupied a place in the teaching field for a long time.Throughout its development history,what basic questions must teaching evaluation theory answer? How to evaluate its historical contribution? Is the existing teaching evaluation theory suitable for the development of students in China and keeping up with the pace of the development of the times?Can it reflect the current student development and meet the demands of student development? How to update and adjust the teaching evaluation theory in time according to the problems in practice? Therefore,it is necessary to return to the origin of the theory and deeply analyze and explore the theory of teaching evaluation from a higher level.The meta research of the basic theory of teaching evaluation expands the theoretical research of teaching evaluation to a higher level of reflection,which can not only provide a new perspective to examine the theoretical research of teaching evaluation and even the research of teaching evaluation,but also expand and deepen its research field;It can also provide a paradigm to examine its research,provide some humble opinions and theoretical support for the methodological reflection and construction of specific teaching evaluation theory,and provide thinking direction for subsequent teaching evaluation research and even teaching research.At the same time,it can help teaching practitioners more deeply understand the specific teaching evaluation theory,reasonably analyze and judge in teaching practice,and select the appropriate teaching evaluation theory to guide the teaching evaluation practice,so as to provide strategic inspiration or method guidance for solving the problems of education and teaching practice.Through the literature analysis of the theoretical research of teaching evaluation at home and abroad,it is found that the results are remarkable,but there are few meta studies.Therefore,this study attempts to realize the organic combination of descriptive research,critical research and normative research.Around the research theme,this study uses the progressive deductive logic for layout,and uses the methods of literature analysis,historical research,logical research and comparative research to meta study the teaching evaluation theory from the perspective of basic problems.Adhere to the principle of combining history with theory,"based on history",that is,on the basis of reviewing and comparing the development history of teaching evaluation theory,through abstract generalization,put forward the basic problems of teaching evaluation theory,defend its logical relationship,establish the dimension of the research on the basic theory of teaching evaluation,and make the basic problems come from history;At the same time,we should use the basic problems of teaching evaluation theory to examine the specific teaching evaluation theory,reflect on it as a whole,go beyond the research of teaching evaluation theory and teaching evaluation,make scientific analysis,combine the basic problems with history,and strive to "theory comes from history" and serve history;On this basis,this paper analyzes the necessity of the ideal state of teaching evaluation theory,in order to provide systematic epistemological norms for a variety of teaching evaluation theories.In a word,the development of teaching evaluation theory can be roughly divided into three stages: the initial stage represented by the educational evaluation thought in ancient times and the psychological measurement tools or methods in modern times,the expansion and integration stage dominated by modern and contemporary teaching evaluation mode,and the reflection and reconstruction stage dominated by contemporary teaching evaluation theory.With the development of the times,teaching evaluation theory has come out of educational theory and is independent of teaching theory.The research gradually focuses on the following five basic problems: how to establish the connotation and extension of students' development,how to preset the objectives and scope of teaching evaluation,how to judge the evaluability of the preset evaluation objectives,and how to design the procedures and methods of teaching evaluation,How to interpret and apply the results of teaching evaluation.In terms of its essence,the "teaching evaluation theory" in different stages gives different answers to the above five questions.The five basic questions are deduced layer by layer,forming a linked circular system,which unifies the teaching evaluation from far to near,from general to specific,and from cognition to planning into the logical system of theory.They point to a common purpose,that is,to promote the development of students.Student development is the soul and main line of the five basic problems of teaching evaluation theory.It is not only the logical starting point of teaching evaluation theory,but also the logical end point of teaching evaluation theory.Therefore,this study holds that teaching evaluation should refer to the explicit and implicit value judgment of teachers' teaching effect,which is mainly reflected through the development of students;Teaching evaluation theory should refer to the evaluation theory that constructs evaluation criteria and judges the value of teaching based on the understanding of students' development and according to(evaluable)teaching objectives;To construct a complete theory of teaching evaluation with internal relations,we should clearly answer these five questions and solve them as a whole.The five basic problems of teaching evaluation theory are the soul and framework of reflection on teaching evaluation theory,but it is only a logical and reasonable possible conceptual framework.How to withstand the test of practice needs to be further studied.The future research on teaching evaluation theory should not only point to solving the evaluation problems in teaching practice,but also consider the internal completeness of its theory.Due to the dilemma of teaching evaluation practice,the continuous and in-depth overall reflection of teaching evaluation theory will contain a major turning point in the development of teaching evaluation discipline.As a branch of pedagogy,teaching evaluation is impacted by the trend of meta theory and the influence of meta pedagogy.The meta research on its overall reflection will be increasing day by day,which is the symbol of the development of "self-consciousness" in the discipline of teaching evaluation.