Study On Student Developmental Evaluation Of Classroom Cooperative Learning In Primary And Secondary School

The Second Plenary Session of the 20 th CPC Central Committee pointed out that China’s development has entered "a period of coexistence of strategic opportunities,risks and challenges,and an increase in uncertain and unpredictable factors".It is becoming more and more urgent for the orientation of education reform to completely change from the position of knowledge to the position of accomplishment.The advantages of cooperative classroom learning in cultivating students’ key ability and essential character fit the needs of our high-quality development for comprehensive talents in the future.And the comprehensive education function of classroom cooperative learning can be put into practice driven by students’ developmental evaluation.Therefore,this study takes "the current situation of the implementation of student evaluation of classroom cooperative learning in primary and secondary schools" as the core issue,designs and carries out corresponding investigation.After analyzing the existing problems and causes,it determines the characteristics and value of the developmental evaluation of classroom cooperative learning students,and puts forward practical strategies for implementing the developmental evaluation of classroom cooperative learning students.Chapter One Introduction defines the research background and significance from the existing status of classroom cooperative learning,the need of literacy oriented education reform and the realistic dilemma of student evaluation in classroom cooperative learning.This thesis summarizes the theoretical and practical achievements of classroom cooperative learning,student developmental evaluation,student evaluation and other dimensions of classroom cooperative learning,and defines two core concepts of "classroom cooperative learning" and "student developmental evaluation".Based on the theoretical support of humanism theory,constructivism theory,multiple intelligences theory and modern survival theory for the evaluation of classroom cooperative learning students should give full play to the value of development education,the research idea is determined to investigate the current situation,examine the problem,analyze the reasons,present the characteristics and value,and provide the strategy.Literature research,questionnaire survey,interview and classroom observation are selected as the research methods.In Chapter Two,416 primary and middle school students from 8 grades and 9 primary and middle school teachers in 3 cities were investigated through questionnaire and interview survey.Through classroom observation,34 classes of 3 grades,8 classes and 8 subjects in a nine-year system school in J City,Shandong Province were deeply observed.In a comprehensive understanding of the classroom cooperative learning student evaluation subject,object,method,content,standard and result feedback and application of realistic patterns,at the same time,in-depth description of the implementation of classroom cooperative learning student evaluation status.By combining the results of the above two dimensions of research,it summarizes the realistic characteristics of classroom cooperative learning in which the student evaluation subject takes the teacher as the core,the evaluation object focuses on the group,the evaluation content focuses on academic achievement,the evaluation criteria are simple and the evaluation feedback results are less clearly presented and applied.The third chapter,based on the comprehensive consideration of reality and the evidence support of other studies,analyzes the existing problems in the current classroom cooperative learning student evaluation,such as the edge of students’ multi-perspective evaluation subject status,the imbalance and distortion of individual and group evaluation opportunities,the prominent intellectualism preference of evaluation content,the narrow connotation and value of students’ individual differences,the fuzzy feedback delay,the lack of improvement and low efficiency.It also points out that the main causes of the above problems are the shielding of students’ evaluation and education function in classroom cooperative learning,the loss of students’ subjective evaluation identity,the lack of developmental evaluation mode of students in classroom cooperative learning,the mediocre quality of teachers’ student evaluation and the unsound related security system.The fourth chapter systematically demonstrates the characteristics and value of the developmental evaluation of classroom cooperative learning students and points out the direction of the evaluation pattern of classroom cooperative learning students.With the support of the theoretical basis of this research,it is sorted out the characteristics of the developmental evaluation of students in classroom cooperative learning,which are that the evaluation subject advocates the participation of students from multiple perspectives,the evaluation object attaches importance to both individual and group,the evaluation content highlights the comprehensive multidimensional,the evaluation standard attaches importance to the difference of the evaluation object,the evaluation method pays attention to the qualitative quantitative parallel and the evaluation result emphasizes the cooperative improvement.This thesis expounds its teaching values,such as activating students’ initiative to seek self-development,guiding students to pay comprehensive attention to the performance and results of the cooperation process,and promoting the collaborative improvement of students’ self-development literacy and social participation literacy.The fifth chapter,aiming at the characteristics of the developmental evaluation of students in classroom cooperative learning,puts forward the following strategies to achieve the developmental evaluation of students in classroom cooperative learning: clarifying the functional orientation of the evaluation of students in classroom cooperative learning,establishing the diversified identity of students participating in the evaluation,constructing the developmental evaluation model of students in classroom cooperative learning,improving the teacher’s quality of student evaluation and establishing a sound guarantee system.It is hoped to help the current student evaluation practice of cooperative learning in primary and secondary schools to reverse the orientation deviation and implement its due developmental teaching choice of student evaluation.