A Case Study On Teaching Wisdom In Classroom Evaluation

The object of education is complex individuals,making our pursue of free and wonderful life come true.Teaching process is not just the course of rational cognition,which is also fulfilled with concerns on humanism.Positive teaching should focus on teachers’ and students’ mind,caring for their heart and spirit,concerning the teaching wisdom.Classroom evaluation is an important part of educational activities,which plays an important role in them.The wisdom of classroom evaluation actions will affect the educational activities directly.The classroom evaluation,which shows the teaching wisdom,is generated in the specific teaching situation.The teaching situation is mainly composed of teacher,students,subjects,teaching contents,time and space.In the real educational activities,the factors above are interrelated and influencing each other,making the teaching situation complex and various.The classroom evaluations are required to respond adaptive to the changes in context,ensuring the fluency of teaching.Therefore,in such process,teachers need to make quick wits in an emergency promptly,which manifests the immediate quality of the classroom evaluation,making the classroom teaching a purposeful and educational ideal state.The necessary evaluation design,multiple evaluation methods,evaluation of rogue sentiment,and evaluation of context-related situations are important factors in classroom evaluation to highlight teaching wisdom.Based on the observation of the actual situation in the classroom and the analysis of interviews and educational understanding,some classroom evaluation methods could be found in real classes,nimble listening,comparative evaluation,clever perfection,guiding evaluation,student-based respecting,encouragement evaluation,opportunity seeking,delayed evaluation,role transformation,and multiple subjective evaluation etc,in which how the teaching wisdom is implicated.However,there are some prominent problems in the classroom evaluation,resulting in the continuous reduction of the meaning of the classroom evaluation.The space for the generation of the teaching wisdom is constantly shrinking,resulting in the inability of the classroom evaluation to show the teaching wisdom.These problems mainly include simplifiedclassroom evaluation methods,one-sided pursuit of standard answers in evaluations,discipline in evaluation etc.The main reasons are,the complicate teachers’ teaching tasks,the lack of effective cooperation and communication between teachers,the formalized teaching reflection process,and the shackles of technical rationalism on education.According,it is necessary to promote the teaching wisdom of teachers in several aspects.Teachers should study and conduct action research actively;they should evaluate students’ non-preset answers actively;teachers should use varied evaluation methods in class;the atmosphere of teachers cooperation should be established in schools to foster the partnership idea;the management of campus culture should be transformed from authoritarian to the state of democracy,equality,harmony and fraternity.Teachers should return to the origin of education to understand the purpose of the wisdom in classroom evaluations.