Study On School-based Implementation Path Of Comprehensive Quality Evaluation Of Senior High School Students From The Perspective Of Whole Person

Comprehensive quality evaluation is born with the promotion of quality education,it is an important part of student evaluation,and it plays an important role in changing the utilitarian tendency of "only score" in student evaluation,and in deepening the reform of education evaluation and enrollment examination system in China.The implementation of comprehensive quality evaluation will shake the mentality of "comparing everything with others",and focus on the students themselves,and make a comprehensive evaluation of the students from inside to outside.For the overall quality appraisal implementation after the "school-based" first,in our history,resources situation,the development of teachers and students as the backing,worked out the comprehensive quality evaluation of school-based program is conducive to the overall quality appraisal real "landing" in high school,to facilitate future normalized,this is not only the important embodiment of students standard,but also to the student individual to a great addition to the "whole-person" development.This study used literature analysis method to investigate the existing monographs,journal papers,national policies,and other literature on comprehensive quality assessment of high school students,and used questionnaires,supplemented by interview surveys,to investigate the current situation of school-based implementation of comprehensive quality assessment of managers,teachers,and students in general high schools in various regions of Guangxi.Interviews were conducted with five teachers of different age stages,subjects and positions in two high schools and nine students of different genders,grades and class levels in three high schools.Using offline paper questionnaires and online electronic questionnaires distributed to a random sample of teachers and students from exemplary high schools,featured high schools,both exemplary and featured high schools,and general high schools,a total of 82 teachers and 296 students were surveyed.The collected data were compiled,summarized,coded,entered,and processed using IBM SPSS Statistics software.The study found that the schools had different perceptions and attitudes toward the school-based implementation of comprehensive quality assessment for high school students,from those who agreed with the comprehensive quality assessment but felt sorry that the school leadership did not carry out the implementation,to those who felt helpless that the school had carried out the school-based implementation but the standards of various indicators were relatively vague,to those teachers who had not heard of the term"comprehensive quality assessment The term"comprehensive quality assessment"is very confusing.Thus,it is concluded that in the current comprehensive quality evaluation system in Guangxi,although schools are actively exploring,the specific school-based implementation is still in the primary stage,and there are problems such as the school-based comprehensive quality evaluation system is not established or not sound,the training audience is not wide and the content is not comprehensive,the evaluation subject does not pay attention to it,and the evaluation method is old,etc.The analysis shows that it is because the school-based comprehensive quality evaluation system is immature,the school leaders do not pay enough attention to the comprehensive quality evaluation training,and the evaluation subject does not pay attention to it.The reasons are that the school-based system of comprehensive quality assessment is immature,school leaders do not pay enough attention to comprehensive quality assessment training,evaluation subjects do not understand the theory of educational evaluation,and teachers and students have weak comprehensive quality assessment literacy.In addition,from the theory of whole-person education,which focuses on students’ wholeness,pluralistic learning and spirituality,and incorporates elements of the school’s characteristic development,the school-based design of the comprehensive quality assessment for high school students is formed into a school-based handbook of comprehensive quality assessment for students,and the handbook is used as a paper base to guide students to focus on self-development.In the specific school-based implementation path,the school,teachersand students are the starting point,and the school is proposed to use school-based management to develop the whole person as the guide;combine school resources to explore the path of school characteristics development;organize multiple subjects to jointly negotiate the rules of school-based assessment and emphasize qualitative assessment,and implement the program to respect individual differences to develop a school-based system with democratic characteristics.For teachers,it is proposed that they can reduce the information gap between teachers and schools by strengthening school-based training;establishing the role of assistance and popularizing the meaning of comprehensive quality assessment;keeping in mind the student-specific approach and gradually paying attention to students’ daily trends;encouraging parents to collaborate and guiding students to do a good job of guiding the home-school interface by properly recording and filling out the forms.It is suggested to students that they can participate in the comprehensive quality assessment from actively participating in the training,recognizing the advantages of the comprehensive quality assessment;clarifying the subject position,raising their own awareness of participating in the assessment;recording objectively and in detail,presenting materials in various assessment methods;agreeing with the concept of the whole person,looking at the growth from the perspective of the comprehensive quality assessment,and effectively participating in the comprehensive quality assessment.Finally,it is proposed that the feedback mechanism of school-based evaluation within the school,the internal and external linkage mechanism of school-based practice of comprehensive quality evaluation and the information interconnection mechanism of school-based implementation of comprehensive quality evaluation in the region can be established,and the available resources can be integrated,and the region,the intersection,the school and then the university and experts can be connected in series,and multiple parties can work together to form"a circle,a horizontal and a vertical The development trend of"one circle,one horizontal and one vertical".The development of the school-based implementation of the comprehensive quality assessment of students in general high schools is promoted in a concerted effort to promote high schools to focus on their own development,expand their strengths,make up for their weaknesses and improve their comprehensive quality.