Research On The Immediate Evaluation Of Primary School Class Based On The Transformation Of Teachers’ Knowledge View

In the current state strongly advocated the cultivation of core literacy under the background of how the process of classroom knowledge into the process of accomplishment,every scholars and teaching workers must face the problem.As the core element of the whole classroom teaching activities,the immediate evaluation is the bridge for the students to stride over the knowledge and the quality,and it has an irreplaceable role in promoting the students’ acquisition of knowledge and all-round development.At the same time,the development of literacy can not be separated from the learning of knowledge,but the teacher’s perception of knowledge will affect the effectiveness of the immediate evaluation of the classroom to play an effective role,thus affecting the effectiveness of student knowledge learning.In view of this,this paper choose the teachers view of knowledge from the perspective of the transformation,comprehensive use of literature research method,interview method,classroom observation method,from two aspects of theoretical research and empirical research to explore the problem of improving the primary school instant classroom appraisal,namely good knowledge is conducive to fundamentally improve the instant classroom appraisal problems.The thesis is divided into five parts:The first part,introduction.Mainly introduces the definition of core concepts and topics of the basis,on the basis of the analysis summarized the domestic and foreign related research on literature and finishing,on the theoretical basis of this study in detail,finally a brief description of the purpose and significance of the study.The second part,theoretical research.Through an in-depth analysis of the existing research results,to clarify the current teachers’ knowledge in the view of knowledge essence view,knowledge value,knowledge acquisition is mainly characterized by the concept of transformation,and on the basis of in-depth analysis of the teacher’s knowledge view influence mechanism to the immediate evaluation of transformation,highlighting the importance of the change of the concept of knowledge teachers instant evaluation of classroom transformation.The third part,theoretical research.By exploring the concept of the overall value of contemporary classroom evaluation from the perspective of transformation in knowledge to further the transformation of knowledge conception of contemporary classroom based on the perspective of immediate evaluation should be in the purpose of evaluation,evaluation content,evaluation object,evaluation language,evaluation form and evaluation criteria of the specific dimensions made specific elaboration.The fourth part,empirical research.Through the classroom observation,interviews and other methods,the primary school teachers in the classroom evaluation of the status quo of the practical investigation.According to the research results of classroom observation records and student interviews,immediate evaluation of primary school classroom situation from two aspects of the current situation and application of cognitive make qualitative description analysis based on the view of teachers’ knowledge,and attribution analysis.The fifth part,optimization strategy.Combined with the causes of the problem,based on the perspective of the transformation of teachers’ knowledge perspective,this paper puts forward the strategies to promote the optimization of primary school classroom evaluation from three aspects: environment,concept and skills.