| Teaching evaluation is an important means and way to improve teaching quality,promote school development and improve students' learning.The evaluation of Zhuang Chinese is the necessary form of education for the individual survival and development of students in minority areas and the inheritance of excellent traditional culture,and is the basis of national development and national rejuvenation.According to the different criteria of evaluation,teaching evaluation can be divided into different types,from the perspective of evaluation object,teaching evaluation can be divided into school evaluation,student evaluation,teacher evaluation,curriculum and teaching evaluation,from the perspective of the sequence of teaching process,can be divided into diagnostic evaluation,formative evaluation and final evaluation;From the main point of view of evaluation,it can be divided into self-evaluation and other people's evaluation,from different angles of evaluation means can be divided into quantitative evaluation and qualitative evaluation,from different evaluation criteria,can be divided into absolute evaluation,relativity evaluation and individual internal difference evaluation.The connotation of the evaluation of Zhuang Chinese teaching originates from the rich and constantly updated theoretical support,which mainly includes the threshold theory,constructivist learning theory andthe fourth generation evaluation theory.First of all,different thresholds represent the degree of students ' cognition of bilingualism,so that students are divided into different levels according to their different bilingual abilities,and secondly,the process of students' learning is the process of students ' active construction of knowledge,so teachers and schools should fully exploit bilingual educational resources to create bilingual conditions for students.Finally,the current teaching evaluation should move towards developmental evaluation,and the evaluation process between teachers and students should be a process of equality,consultation and dialogue,and the evaluation of students in consultation and exchange.Looking back on the historical development of Zhuang Chinese education policy in Guangxi,the policy formulation of Zhuang Chinese in Guangxi has never been interrupted since its founding in New China.At first,Zhuang nationality cultural and educational exchanges,lack of legal protection,the founding of New China,only began to create and reform Zhuang Wen,such as 1951,the Council of Cultural Education and Culture Committee set up a steering committee for the Study of minority language and writing,marking the formal launch of the creation of written work by ethnic minorities.Since 1980,the party committee of Guangxi Zhuang Autonomous Region decided to resume the use of Zhuang Wen and put forward a series of guidelines and principles,the pilot work of Zhuang Wen into the school is fully launched Although through the undulating of the century,from the beginning of the focus on the development of gender bilingual education itself,gradually began to pay attention to the training of strong men bilingual teachers and the transformation of the model of bilingual education for the strong men.Although the evaluation of Zhuang Chinese gradually began,however,in the course of the actual investigation of researchers,through classroom observation,students to issue questionnaires and the way to conduct in-depth interviews with Zhuang Chinese teachers to understand that the current strong Chinese evaluation work still has some problems:first,the main body of classroom evaluation homogenization prominent,mainly "teacher evaluation";The evaluation method of bilingual teaching for strong men single---"Heavy oral,Light practice";third,the content of bilingual evaluation of Zhuang men is not comprehensive---heavy in the"spelling ability",and the other is that the classroom Evaluation Index system is scientific and low---it is difficult to implement the "ZhuangChinese curriculum standard";Inaction "attitude.There are three main reasons for this,first of all,the number of bilingual teachers in primary and secondary schools is short,it is difficult to meet the arrangement of Zhuang Chinese curriculum;Secondly,the poor Chinese foundation of students makes it difficult for teachers to carry out their work smoothly,and finally,parents,schools and society do not support,pay attention to and act on the teaching of Zhuang The lack of motivation for students to learn Zhuang Chinese has also influenced the evaluation of Zhuang Chinese.Aiming at the above situation of Zhuang Chinese evaluation,combined with the policy trend of evaluation,this paper puts forward reasonable countermeasures and reflections: first,use diversified methods to evaluate Zhuang Chinese teaching,and improve the quality of classroom teaching by combining quantitative methods with qualitative methods by increasing the training of evaluation methods.Second,the evaluation content should be comprehensive,pay attention to in-depth evaluation,mainly through teachers actively participate in the evaluation of classroom group activities and in the evaluation content to add students interested in the national characteristics of the culture to increase students' interest in learning.Thirdly,it constructs the evaluation index system of Zhuang Chinese teaching,and makes a comprehensive evaluation of teachers and students according to the evaluation of the various sections of Zhuang Chinese curriculum and the evaluation content index of Zhuang Chinese teachers.IV,timely feedback and rational use of the results of classroom teaching evaluation,through the rational use of evaluation results,found the shortcomings in the evaluation process,the use of multi-factor analysis methods,in view of the problem,for their own teaching to develop a new program plan.V,the establishment of a strong language evaluation of the guarantee mechanism,through the system of the formulation and evaluation of the concept of publicity and learning,to help teachers improve teaching evaluation skills,to promote effective learning for students. |
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