A Study On Chinese Classroom Teaching Evaluation In Ordinary Senior High Schools

In the course of classroom teaching,some value judgment is made according to the behavior,performance as well as results of teachers' teaching and students' learning,this is called classroom teaching evaluation.Traditional Chinese classroom teaching evaluation still focuses on its functions of screening and selection,but neglects the students' subject status.This is contrary to the classroom teaching evaluation with the concept of enhancing teachers' teaching level and promoting students' development,besides,it is exactly the New Curriculum that advocates the classroom teaching evaluation.This paper aims to explore a relatively reasonable evaluation system of Chinese classroom teaching in ordinary senior high schools,and mainly studies the following research questions:(1)What are the current problems existing in Chinese classroom teaching evaluation in ordinary senior high schools?(2)What are the coping strategies for Chinese classroom teaching evaluation in ordinary senior high schools?(3)How to construct and verify the Chinese classroom teaching evaluation system in ordinary senior high schools?This paper adopts such methods as literature review,questionnaire,interview of teachers,classroom observation and comparison among parallel schools,summarizing the current problems existing in Chinese classroom teaching evaluation in ordinary senior high schools.The problems are as follows: overemphasizing screening and selection as the objectives of evaluation;focusing on quantification and results in terms of evaluation methods;making evaluations with a single subject;making evaluations without scientific standard;mechanizing the evaluation content.In addition,the evaluation scope is relatively narrow,plus the evaluation literacy needs to be improved.In view of the problems above,a series of implementation strategies are put forward in the research,such as,ensuring the evaluation purpose;diversifying the evaluation methods;making evaluations with various subjects involved;perfecting the evaluation standard;optimizing the evaluation content;expanding the evaluation scope;improving the evaluation competencies and so on.Guided by the multiple intelligence theory,the constructivism learning theory,Marx' theory on all-round development of human being and the post-modernism theory,with reference to the Chinese Curriculum Standard for Ordinary High Schools in 2017,a Chinese classroom teaching evaluation scale of ordinary senior high schools is established and its feasibility is also verified in this paper.The study indicates: for teachers,scientific and reasonable evaluation of Chinese classroom teaching can not only help them find out their own problems in teaching,but also improve their own teaching proficiency and competence,besides,it is helpful for teachers to form their own unique teaching styles and features;for students,it can not develop their abilities in language,thinking,aesthetic appreciation and other aspects,but also it is conducive to cultivating their innovative spirit and practical ability to find problems and solve problems.