The Study On The Reasons And Countermeasures Of Bilingual Teaching Evaluation In Xinjiang

Excellent classroom teaching is an important guaranty to arouse student’s enthusiasm and initiative, which can also make the teaching tasks be completed successfully. Scientific and effective classroom teaching evaluation is conducive to improve the quality of teaching, the professional development of teachers, the students’ overall progress and the all-round development of schools. Although bilingual education in Xinjiang started late and develops slowly, it can promote the comprehensive development of the national education and the social harmony and stability in Xinjiang. A perfect evaluation system of class teaching is an inevitable choice for successful Bilingual Teaching. However, too many problems exist in the current teaching evaluation in Xinjiang, such as dysfunctional evaluation, mechanical methods, one-sided evaluation subject and the lack of bilingual subject characteristics, which have never been solved before. Since there are some macroscopic ways to solve such problems, they are not specific without any guidance and don’t conform to Xinjiang’s bilingual education. All these matters made it necessary for deep research on the current situation and existing problems of Bilingual teaching evaluation and find solutions on this basis.Kashgar and Hotan was the areas where we conducted the research. Some problems, reasons, and corresponding countermeasures for classroom teaching evaluation were found from the aspects of the evaluation criteria, the evaluation content, the evaluation methods, the evaluation subjects, the feedback and evaluation effectiveness. The results showed that most schools have more complete evaluation standard of classroom teaching evaluation and can seriously work. Bilingual teachers believe that it can enhance their teaching ability to some extent, but there are still many problems. Firstly, there isn’t any standard science evaluation; secondly, bilingual teachers as the evaluation subjects are neglected; thirdly, the evaluation method is too simple; at last, the evaluation effectiveness needs to be further improved.The underlying reasons are analyzed from three aspects: macro-, middleand micro-level of viewpoint. The study suggests that there is not enough theory research on bilingual education, along with utilitarian aims and imperfect regulation system in the aspect of macro-level. In the medium-view, traditional teaching evaluation has so many disadvantages, evaluation atmosphere in class is absent and the safeguard mechanism and administrative management is limited. In the micro-level point of view, valuators are not so professional that they don’t have a full understanding of evaluation effectiveness. Given this, some measures about how to improve the bilingual classroom teaching evaluation are proposed from the above mentioned aspects: establish value-oriented mechanism; set up a scientific, comprehensive bilingual classroom teaching evaluation criteria; advocate full participation in bilingual classroom teaching evaluation; take a variety of evaluation methods on bilingual classroom teaching evaluation; feedback timely and make use of classroom teaching evaluation results properly.