Study On The Problems And Countermeasures Of Junior High School Mathematics Curriculum Evaluation

Curriculum evaluation is an activity that based on certain evaluation criteria, through thesystematic collection of relevant information, using a variety of qualitative and quantitativemethods, making a value judgment and seeking an improvement on course objectives,standards, plans and implementation process and results. Through the survey, the subjectfound the existing problems in junior high school mathematics curriculum, then search thereasons for these problems. Finally this subject tried to put forward specific measures andsuggestions to improve the junior high school mathematics curriculum evaluation.Through the analysis of the relevant literature and the results of interviews, there existstwo main problems in the junior high school mathematics curriculum evaluation: First, theschool management may give up or avoid the evaluation of curriculum standards, plans andmaterials, thus the teachers and students are short of consciousness and initiative in themathematical education; Second, the curriculum evaluation is still emphasis on the learningresults of knowledge and skills, yet the evaluation of processes, methods and capabilities,emotions, attitudes and values can not come true. The main causes of the problem includes:management system is so centralized and unified that the school is difficult to extricatethemselves from a purely “executive” role; examination-oriented education curriculumevaluation concept controls the programs, the new evaluation concept is unable to penetrate,and the mathematics curriculum evaluation is narrowed; mathematics curriculum evaluationhas not yet formed a complete evaluation system, especially lacks of scientific and practicaleffective measures of the process, capacity, and emotional evaluation, and the math teachersare also lack of training and skills in this curriculum evaluation.According to the attribution of junior secondary mathematics curriculum evaluation, thispaper argues that the improvement of the mathematics curriculum evaluation should be linkedto the practical needs and possibilities, take systematic interrelated measures as follows:First, we should clearly understand the school curriculum management tasks andresponsibilities from the management system to make sure the school could designedlyorganized and planed the learning, researching and discussing of the curriculum standards,teaching plans, teaching material and methods. Be relieved from a narrowed evaluation of theconcept of “test–score”. It needs to establish the concept of a comprehensive assessment ofmathematics education and a reasonable evaluation of students’ mathematical learning. Second, it should establish and improve the school mathematics curriculum and teachingevaluation system gradually, this system should be based on the guiding ideology to promotestudent learning and the full development, pay attention to the differences of the students onthe mathematics learning, and create favorable environmental conditions for “the suitableeducation of students”, focus on the expansibility, incentive and feedback regulation of theevaluation. It should be diversified, and need to found a evaluation mechanisms in whichparticipate by students, parents, society, schools and teachers,thus get more support andreference in the practice of teaching. It should not only comprehensive but also intensive toevaluate students’ mathematical learning in the knowledge, abilities, emotions, and attitudesin the development of curriculum rather than a one-sided expected curriculum and instructionto evaluate the students’ development. The system in the evaluation methods should be variedand flexible. It should be appropriate and effectual in summative evaluation, formativeevaluation, quantitative evaluation, qualitative evaluation, relative standard evaluation andabsolute standard evaluation.Third, it should improve the ability of teachers and students in understanding andpracticing of the evaluation.