A Study On Effects Of Classroom Assessment Of IT Course In High School On Students’ Learning Interest

In the effects of the requirement of national policy, the development of IT, and the need of society, classroom assessment received widespread concern and attention in the basic education courses reform. The new course reform emphasized the complementarity of three-dimensional object, to promote the conversion of knowledge as the value standard to development as the value standard, not only pay attention to the development of students’ cognitive factors, but also pay more attention to the development of students’ emotional factors. Learning interest, as an important factor of students’ emotional development, is the intrinsic motivation of students’ learning, the attention inputs, emotional tendency and learning initiative will have an effect on learning results. IT Basis, as a required course of IT courses in high school, has important significance to master the knowledge and skills of IT and cultivate the emotion. However, in the classroom teaching of IT course in high school, there is a phenomenon that students’ learning interest is low and the learning atmosphere is not strong, resulting in the effect of classroom teaching of IT course in high school is not ideal. Therefore, on the basis of the investigation of classroom assessment of IT course in high school,this study proposes improvement countermeasures of classroom assessment of IT course in high school, then implements the improved classroom assessment plan which is designed in classroom teaching of IT Basis in the first grade in X high school of Wuhan, trying to explore the effect of classroom assessment on students’ learning interest, in order to produce positive effects on classroom teaching of IT course in high school.This study first analyses and summarizes the relevant theories and empirical researches on classroom assessment and learning interest at home and abroad through the literature research method, then combines the characteristics of IT course in high school, designs questionnaire of survey of current situation of classroom assessment of IT course in high school and questionnaire of survey of Learning interest of IT course in high school. On the basis of the investigation of classroom assessment of IT course in high school, this study proposes improvement countermeasures of classroom assessment of IT course in high school, then implements the improved classroom assessment plan which is designed in classroom teaching of IT Basis in the first grade in X high school of Wuhan,use quasi experimental research method, classroom observation and questionnaire survey to explore and validate the effect of classroom assessment on students’learning interest. This paper is divided into six parts. The first part is the introduction, which mainly elaborates the research background, the statement of the question, the research purpose and significance, the research content, the research methods and research process. The second part is the summary of the research, mainly expound the related concepts, research status and theoretical basis. The third part is the investigation and analysis of current situation of classroom assessment of IT course in high school. According to the third part of the survey results, the fourth part proposes corresponding improvement countermeasures of classroom assessment. The fifth part is the quasi experimental study on the effect of classroom assessment of IT course in high school on students’ learning interest. The sixth part is the conclusion and prospect of the research.This study is based on the course content of IT Basis in high school, through relevant data and information by collecting in the actual teaching, use Excel and SPSS to analyze the collected data. The research results show that, compared with the traditional classroom assessment, the improved classroom assessment can improve the students’ overall learning interest; compared with the traditional classroom assessment, the improved classroom assessment can improve the students’ academic achievement; the effect of the improved classroom assessment on three dimensions of students’ learning interest is different, it has significant effect on students’ attention inputs and emotional tendency, and has no significant effect on students’ learning initiative; the degree of students’ learning interest is higher, the academic achievement is better.At the end of this study, the problems of the research process are sorted out, such as the factors that affect learning interest are difficult to control, the determination form of academic achievement is single, the applicable scope of experimental results is limited and so on. Hope to improve the above problems in the follow-up study.