| Classroom is the main position for the occurrence and development of teaching activities.The research place of curriculum reform mainly focuses on classroom teaching.Classroom teaching includes many aspects.Among them,classroom teaching evaluation is the main part of classroom teaching,which runs through the whole process of classroom teaching activities.Primary school Chinese classroom teaching is the main position to implement quality education and cultivate students’ Chinese literacy,which lays the foundation for students’ all-round and lifelong development.The middle stage of primary school plays a transitional role in the whole primary school stage.It is a key stage for developing students’ Chinese ability.In the middle part of the prelude,the middle part students have a relatively stable learning interest and motivation,can learn to use learning strategies,pay attention to learning results,and master the basic skills of reading and writing.Teachers should not only pay attention to the consolidation and mastery of students’ original knowledge,but also lay a solid foundation for students’ later learning and help students achieve good changes in Chinese learning.Therefore,the research on the evaluation of Chinese classroom teaching in the middle of primary school has strong practical significance.Through the investigation and research,it is found that what is the implementation status of Chinese classroom teaching evaluation in the middle of primary school,what are the advantages and disadvantages,and how to improve and develop in the process of classroom teaching evaluation in the future.Taking the current situation of Chinese classroom teaching evaluation in grade 3 and grade 4 of s primary school,B primary school and M primary school in X town of Ordos as the research object,this paper investigates and analyzes it from seven dimensions: evaluation subject,evaluation object,evaluation content,evaluation method,evaluation tool,evaluation purpose and evaluation result by using the research methods of questionnaire,interview,classroom observation,comparison and literature research.The study found that the evaluation of Chinese classroom teaching in the middle of primary school has both advantages and disadvantages.The advantages of Chinese classroom teaching evaluation in the middle of primary school are that the evaluation object has changed positively,teachers and students have evaluation consciousness,teachers evaluate students from many aspects,and break the "achievement only theory".There are some problems in the evaluation of Chinese classroom teaching in the middle stage of primary school,such as single evaluation subject and object,simple evaluation method,single use of evaluation tools,emphasis on classroom management,lack of feedback and application effect of evaluation results and so on.The reasons are as follows: there are few opportunities for students to participate in the evaluation,and the effect of students’ participation in the evaluation is poor;Teachers lack the flexible application of evaluation methods,teachers pay attention to quantitative evaluation and ignore qualitative evaluation;Teachers ignore the importance of recording and collecting information by evaluation tools,and it is difficult to guarantee the role of material reward;Classroom teaching evaluation has become an index to evaluate students and teachers,and teachers do not pay much attention to classroom teaching evaluation;Teachers do not pay enough attention to the evaluation effect and lack of classroom teaching evaluation skills.In view of the above problems,this paper puts forward the improvement strategies in the following aspects: first,improve the effectiveness of evaluation: give correct play to the guiding value of teacher evaluation and lead diversified student evaluation;Second,optimize the evaluation methods:integrate different evaluation methods and combine quantitative evaluation with qualitative evaluation;Third,improve the evaluation tools: optimize the design of classroom teaching evaluation tools and extend the role of evaluation tools;Fourth,clarify the evaluation objectives: correct the evaluation attitude,scientific evaluation,pay attention to evaluation reflection and improve evaluation literacy;Pay attention to evaluation results: pursue evaluation benefits,pay attention to evaluation results,and improve classroom teaching evaluation skills. |
