Junior It Curriculum Implementation "Problem-Based" Learning Evaluation

To carry out effective teaching in junior high school information technology classroom very intuitive, teaching evaluation and teaching contents are closely echoed, principles, methods are the specific implementation. The traditional evaluation model of information technology has been in use can not meet the need of modern information technology classroom assessment, hinder the all-round development of the students’ multiple intelligence, but also no longer meets the evaluation requirement of new curriculum reform, so the teaching evaluation need to improve the evaluation concept. In this process, the evaluation should reflect the diversification and evaluation form, use of formative assessment and summative assessment is a combination of methods, not only to focus on results, and focus on the process, will unify the two, summarizes a set can be used for reference for front-line teachers evaluation frame.At present, most of the teachers and students on the evaluation of the requirements of the new curriculum reform content understanding is not clear, but they are on the evaluation of the content, way, method of attention, students also have a strong will, hope to be involved in their own learning, to participate in the evaluation standards. However, now the junior middle school students in information technology course of learning evaluation form is to percentile based, in the course of information technology on the development of multiple intelligences of students are basically does not affect the teacher on his evaluation, at the same time, the teacher to give the student evaluation, nor will the students’ individual differences into account, the evaluation of students’ learning too much emphasis on the use of summative evaluation, and neglect the process evaluation, thus causing a disconnection between the reform goal of learning evaluation and the new curriculum standards, evaluation can not play fair feedback, motivate students to subsequent learning effect.The research on the application of case method in junior middle school through the analysis and evaluation of the curriculum teaching, summed up the weak links in the process of evaluation and improvement; evaluation of information technology curriculum should not only meet the requirements of the new curriculum reform and fully considering the needs of the starting and development of the students; it is necessary to consider the actual situation of students learning,and constantly compared with prior good goals, and to summarize the evaluation of certain rules; according to different evaluation content, evaluation of the use of appropriate strategies, fully to consider the differences of different students, carries on the careful design, so that the students can receive individual development. The thesis puts forward the evaluation of "problem" based method, are discussed in this paper from the evaluation of the subject, content, mode, method and process of evaluation and other aspects, constructs the evaluation of junior middle school information technology curriculum framework.