The Basic Research For Normal School Students' Math-study Evaluation

With the forthcoming new century ,the primary education in our country hasopened up a new chapter ! The new-round primary education reform is cathing on likefire ,the courses structure ,teaching material ,method of teaching and study havechanged greatly .The reform of evaluation ,which is the important point in coursereform ,must be enforced ."The essentials of elementary education coursereform"said"Change the choosing function of course evaluation ,make it to be used topromote the students and teachers to develop and improve the teaching ." Evaluationshould not only follow students'scores with great interest ,but discover and developstudents' many-sided abilities ,know about the students' demands ,help them learn aboutthemselves and get self-confidence , make the teaching function of evaluation put intopractice ,promote the students to surpass their original levels .The Normal schools ,which have aims to foster good teachers for primaryschools ,should change the old evaluation concept for students ,who'll be the futureprimary school teachers ,make the development evaluation as the guiding ideologyacquire a new evaluation outlook . According to the basic spirit of primary teachingcourse reform ,make the development evaluation as the guiding ideology ,this articlegives the general research on the Normal school students' math-study theory and pritice.This article is divided into 4 parts:The first part is the basic theory on math-study evaluation .According todevelopment survey of foreign or chinese education evaluation theory ,this part makes aconclusion about teaching evaluation's intension ,points out the math-teachingevaluation's contents functions ,principces and limits and students' aims and contents ofstudents' math-study evaluation ,which is the vital part on math-education evaluation .The evaluation activities date from chinese antient society ,which is used to testofficials in order to decide if they would be promoted or demoted .Examination is theobvious symbol for the sprout of education evaluation .The ancient educationevaluation in our country ,in which imperial examination is the cone ,formed acompcete organization to promote the development of education and the advance ofmankind .In 1920s,the western educationists and psychologists made the educationsurvey on the way of science ,which rose in America and later , education surveyactivities formed .From 1930s to 1940s , education survey activities transited to theperiod of education evaluation step by step .The America professor R.W.Tyler pointedout :"The essence of evaluation is a process during which courses and the level thatteaching plans practically achieved to education aims will be determined."L.Cronbachgave the evaluation a general defination :"Collecting and using informetion to make adecision about education plans ."He thought the education evaluation is a process ofcollecting information.Math-teaching evaluation is collection and coding with information which is in theprocess of math-teaching , teaching-designing and implement , in order to make a valuedecision and improve education decision . Math-teaching evaluation should obey thefour ruses:the unity of demands ,the education of process ,the comprehension ofscience , and the possibility of implement . The students' math-study evaluation is theimportant part in math-education-evaluation . Math-study evaluation means collectingevidence with plans and aims ,which may prove students ability on how to use math andtheir emotion ,manner ,and values for math and make a conclusion for students mathstudy according to this evidence .The second part points out the meaning of carrying on developmentecaluation .Fistly this part expounds the idea to development , then analyses the threevalue orientations in the science-developing proscess of education evaluation , andtakes up the features and theory evidence of development evaluation .The final goal of education is the overall development human ,developmentevaluation is the important guarantee in the process of putting the overall developmenteducation goal into practice . The Primary education reform initiates developmentevaluation , stressing the evaluation function on how it promotes a man'sdevelopment;protecting students' self-respect and self-confidence ,mirroring respectand taking goode care, paying attention to individual situation and demand , strssingthe process of development and change ,emphasizing the comprehensive test tostudents' quality and the diversity of evaluation quota ,advocating using different waysto give the comprehensive evaluation to students' progress and changes onemotion ,manner , values , enterprising spirit and the ability of practice .The theory base of development evaluation is constructionism ,pluralisticintellectrual theory ,and the Post-modenism to education .Constructing theory told us:Learning is a positive constructing process ,knowledge is the rationaliza of individualexperience ,not the truth to explain the world .The construction of knowledge is notwillful . The construction of learner is pluralistic .So when we evaluate the students'math-study ,we should not only evaluate if they have mastered the knowledge ,butalso evaluate their specialty on knowing style ,manner ,emotion and values ofmath-study ,and at some time ,pay attention to their behaviour in cooperation andcommunication in their group study .Pluralistic intellectrual theory told us :Everyonehas 9 kinds of intelligences .However ,the 9 kinds of intelligences exist in differentways and different levels .The theory influenced the educatinal circle greatly .It madethe teachers hold positive and optimistic students concept ,newly constructedintelligence concept ,and established new education concept .On the base ,we shouldpay more attention to the education function of evaluation ,find and developstudents'potentials ,know about their demands ,help them get self-confidence ,helpthem make progress and so on .Post-modenism respects everyone's personalities ,whichthinks students are different so that our teaching should have different standards tomeasure their study and development ,and allow students to have different ideas .Soevaluation should not only concentrate on results but also the process .The third part tells the study and research about students' present math-studyevaluation in Normal school .This part analyzed the reasearch result to Jinan Normalschool students' math-study evaluation and made a conclusion which sides are good andwhich are not good .The disadvantages of Normal school students' math-study evaluation are theevaluation range is narrow ,the method is single ,emphasizing relativeevaluation ,students are negative in the evaluation and so on . In view of theseproblems , we distribute questionaires among Jinan Normal school students andmath-teachers , analyze the result of questionaires and summarize the advantages anddisadvantages of students' math-study evaluation .The fourth part tells the concept for Normal School students' math-studyevaluation system .On the base of the above results , this part offers a tentative idea forNormal School students' math-study evaluation .First , it puts forward the basicprinciple of it , then forms the evaluation system for process of marh-study ,students'emotion ,manner and values , and students' basic math skills .Finally gives severalsuggestions to the method of evaluation and two examples.When we form the students' math-study evaluation system ,we must obey theprinciple of aim , development principle , opening principle and the combination ofquantity and quality principle . The aim to math-study evaluation is that constructingthe starting and final point of students' math-study evaluation system , when we formthe evaluation system , we must seize the center that we're for the students'comprehensive development and their promotion on math-accomplishment . Thebasic aim to students' math-study evaluation is to promote them development , so weshould appraise the development of subjects with the sight of development , pay greatattention to the evaluation of students' math-study process ,emphasize the diversity ofsubject of evaluation , its content , the dynamic state of evaluation process andinteraction between evaluation subjects , so that we may get the greates benefits fromevaluation . In the form of evaluation , we should use pluralistic evaluation method inthe view of different evaluation content.Math-study process evaluation system evaluates students from the following points:students condition when they take part in the math activites the process of finding ,pointing out and solving problems ,the level of math think and developing , the state ofstudy-achivement make the evaluation into study process ,and get the evaluationpromote their math-study and their own development .For the students' emotionevaluation , we should divide it into study intention ,study manner ,study will ,studyconviction and interaction of emotion . Math basic skills is basic knowledge whichshould be owned by the Primary school math teachers .The evaluation to students' mathbasic skill is the important method which is to guarantee the quality of basic skilltraining .We may combine several evaluation methods when evaluating students'math-study .For example , class observation, homework analysis ,the math diary , thebag for recording the students' growing and social activities .