Research On The Assessment Literacy Of Physical Education Teachers In Primary And Middle Schools

Since the 18th National Congress of the Communist Party of China,General Secretary Xi Jinping has repeatedly expressed his great concern for the work of teachers in public.The State Council's "Opinions on Comprehensively Deepening the Reform of Teachers' Construction in the New Era" promulgated in January 2018 is the concentrated reflection of Xi Jinping's thought on the construction of teachers' team,which is milestone policy document promulgated by the Communist Party Central Committee since the founding of New China for the first time,the "Opinions" clearly pointed out that it is necessary to improve the quality of primary and secondary school teachers in an all-round way and build a high-quality and professional teaching staff.High-quality PE teachers are of great significance for accelerating the pace of the construction of the Chinese teaching staff.High-quality PE teachers are also an important guarantee to promote the reform of physical education and health curriculum in China.Since the 21st century,China has started vigorous reform of basic education physical education and health curriculum.While the curriculum standard gives PE teachers more "autonomy" in teaching,it also puts forward higher standards and expectations for PE teachers.The professional quality of physical education teachers has become a key factor that directly affects the effectiveness of physical education and health curriculum reform in China.Especially in the field of assessment,as the focus and difficulty of the curriculum reform,the guiding framework of the multiple assessment system constructed by "curriculum standards"requires that PE teachers must have professional qualities that are competent for assessment practice,and then scientifically and accurately judge students' core literacy of physical education,and effectively use assessment to promote "teachers' teaching" and"students' learning".In order to promote "teacher's teaching" and "student's learning" to the greatest extent,physical education teachers adopt the basic sentiment,cognition and behavior necessary for the value judgment of students' literacy of physical education discipline,that is,to study the definition of assessment literacy of physical education teachers.In a word,as one of the necessary professional qualities of PE teachers,assessment literacy not only plays an important role in promoting the professional development of PE teachers and improving the quality of PE teachers,but also is the necessary guarantee for PE teachers to implement the multiple-assessment system of"new curriculum reform".Therefore,it is of great period significance and practical value to explore and study the assessment literacy of physical education teachers.The research takes the assessment literacy of PE teachers as the research object,adopts the research methods of literature,questionnaire,interview and mathematical statistics,puts forward the hypothesis of the structure of assessment literacy of PE teachers in China on the basis of dialysis of the theory of assessment literacy of teachers,and verifies the structure of assessment literacy of PE teachers in China under the guidance of Facet Theory,and develops the scale of assessment literacy of PE teachers.Secondly,the questionnaire is used to investigate the current situation of PE teachers'assessment literacy in China,which clarifies the differences of PE teachers' assessment literacy level under different backgrounds.Finally,this paper points out the existing problems in the assessment literacy of physical education teachers in China,and puts forward the development strategies of the assessment literacy of physical education teachers,with a view to providing help for the theory and practice of the assessment literacy of physical education teachers in China.It is concluded that::1)The assessment literacy of physical education teachers consists of three dimensions:assessment affection,assessment cognition and assessment behavior,and there is no single sequential relationship in the three dimensions,and the spatial structure is polarized;2)PE teachers' assessment literacy scale is composed of 34 items,which has high reliability and validity,and can be used as a survey tool for PE teachers' assessment literacy in China;3)The overall level of PE teachers' assessment literacy is not high,and which is affected by factors such as gender,teaching age,teaching section,teaching area,educational background,professional title and assessment education experience;4)There are some problems in the assessment literacy of PE teachers in China,such as insufficient theoretical research and policy guidance,low overall level and assessment cognition,insufficient practical experience and assessment literacy of novice P.E.teachers,the assessment knowledge of PE teachers of higher educational age is not new and the assessment practice is conservative,the training coverage of educational assessment is not wide and the effect is unsatisfactory.Finally,the research pointed out that the development of the assessment literacy of physical education teachers in China should start from the following aspects:1)strengthen policy orientation,give full play to the government's guidance and supervision;2)strengthen career guidance,develop physical education teachers' assessment ability standards;3)optimize courses structure,set up a physical education teacher assessment practice course;4)update the assessment concept,regularly carry out school-based educational assessment teaching and research activities;5)standardize training content and expand the audience scope of educational assessment training.