Three In The Art Of Teaching Evaluation Methods

Pluralistic intelligent theory, since it was advanced by Gardena, an American psychologist in 1980s, has been exerting influence on educational reform of every country in the world because of its distinctive view on intelligence. It not only provides incisive theory base for our new course reform, also enlightens the development of our present art teaching value deeply. Locking the scope in the value way of art teaching during the compulsory education, the task, bases on explaining the content and evaluating view of pluralistic intelligent theory, also dialectally analyzes the traditional art teaching evaluating way .Then it draws the essence of both, combines with my teaching practices, and puts forward three ways for art teaching evaluation, looking forward to promoting our present evaluation.It contains three parts. Part I analyzes what social historical background the theory produces in and its main contents. Part II mainly explains the evaluating way of the theory: its pluralism, multi-subject and in certain scene. Part III, the core, basing on the theory, in view of the questions existing in our art teaching practice, raises three value ways and the concrete cases in my art teaching practices. Multi-standard evaluating way. Its emphasis refers to teaching aims, the whole class and the student himself. Its evaluating content contains abilities of sensitivity, creation, reflection and interest, attitude and so on. Comparing students in many sides, can remedy the deficiency brought about by traditional evaluation, which emphasizes too much on the functions of distinguishing and selecting, as well as on the result, knowledge and skill. Multi-subject evaluating way. It changes the situation in which the teacher decides everything, and students become participators, the parents, classmates and others become cooperators. And now the teacher has several roles, not only the evaluating specialist, also operator and coordinator of the evaluating team, among which they are not isolated from each other, but cooperate with each other. Situational evaluating way. It is raised because in traditional art teaching evaluation, the testing forms are single, and the result is quantification. This way demands during evaluation, educators should actively create the near-life evaluation scene for students,...