Three-dimensional Aims Integrates Developmental Evaluating Strategies In Chinese Classroom Teaching

Three-dimensional aims integrates developmental evaluating strategies in Chinese classroom teaching, embodies the teaching concept of "All is for the Development of Students", reflects the epoch-characteristics concepts of education, quality and person with ability, and accords with the tendency of evaluating development in modem international elementary education teaching.Basing on the exact understanding of the connotation of three-dimensional aims and its inner relation, this dissertation points out it is based on the scientific theory, that is, it goes on multi-development of human being which is uttered by Maxism, bases on the theory of multi-intelligence, and also embodies the educational spirit of constructivism. It posts that its shaping characteristics are not summing-up, multi dimension not singleness, interactivity not unilateralism, progress not rewards and punishment, excitement not coldness. It focuses on giving priority to learning, pays attention to the evaluation to learning process and effect of students, and guides the transformation of learning pattern of students and the improvement of Chinese accomplishment. It also sets up the new concept of "evaluating teaching on learning", advocates fixing teaching on learning, improving teaching on evaluation, improving learning and evaluating together and guiding the professional growth of teachers. Under the guidance of these above theories and according to the education practices, some practical strategy can be deduced, such as, from the angle of the third person which is beyond teachers and students, students-centered and teachers-centered evaluating strategy. From the angle of teachers and students evaluating one another, teachers-students, students- students, time-lapse and students-teachers simultaneous evaluating strategies can be distinguished. These strategies focus on reviewing the fundamental knowledge and skills of elementary and middle school students in Chinese classroom teaching, the learning process and methods of Chinese subject, and the integrated level of sensibility attitude and concept of view, by fully exerting evaluation's double functions of advancing students and teachers' progress. To insure the implementation of the above evaluating strategies, such two conditions should possessed, that is, teachers should hold expectation towards students and inspire them; there is effective communication and mutual understanding between teachers and students. Furthermore, the key of implementing smoothly lies in maneuvering the active participation of students.This dissertation tries to relate theories to practice, and regard theories as guidance, practice as support. We hope to interchange with Chinese teachers and promote the evaluating study of Chinese classroom teaching.