Investigation And Research On Teaching Evaluation Literacy Of Primary School Chinese Teachers

Teaching evaluation literacy plays a crucial role in teachers’ professional literacy and is also an important manifestation of their teaching ability.In teaching evaluation activities,teachers play an irreplaceable role as designers,organizers,and implementers.And teaching evaluation has the functions of diagnosis,regulation,and feedback,which is of great significance for improving teachers’ teaching and students’ learning.In the Chinese Curriculum Standards for Compulsory Education 2022 Edition issued by the Ministry of Education,it requires teachers to consciously use the evaluation process and evaluation results,find out the characteristics and problems of students in Chinese learning,put forward targeted guidance and suggestions,promote students to reflect on the learning process,improve learning methods,and help students correctly handle the relationship between Chinese learning and personal growth.Therefore,possessing teaching evaluation literacy is a criterion that primary school Chinese language teachers should uphold.Educational documents explain the importance of teaching evaluation literacy,indirectly requiring contemporary teachers to have higher literacy in teaching evaluation and to evaluate students’ learning reasonably.Then,feedback information is used to promote students’ growth and the improvement of teachers’ professional literacy.This thesis first comprehensively reviews various studies on teacher evaluation literacy both domestically and internationally,and summarizes the basic framework of teacher evaluation literacy,which includes teaching evaluation awareness,teaching evaluation knowledge,teaching evaluation skills,and teaching evaluation attitude.Secondly,based on the structure system of teaching evaluation literacy,a measurement tool was developed to investigate and analyze the evaluation ability of 244 Chinese language teachers in 27 primary schools in S District,Shangqiu City,Henan Province.Through interviews,problems and challenges were identified: teachers are prone to overlook evaluation knowledge,teachers have significant differences in evaluation awareness,high education teachers have poor improvement in teaching evaluation literacy,and high teaching age teachers have slow improvement in teaching evaluation level.Among the external influencing factors of primary school Chinese language teachers’ evaluation literacy,the school level has the greatest impact on teachers’ evaluation literacy,while the internal factors are the most significant with the impact of teachers’ practice and learning experience on teachers’ evaluation literacy.Finally,the article proposes corresponding strategies for improving teachers’ professional literacy from three levels: government,schools,and individual teachers.The government provides institutionalized guarantees and policy improvements: increases the dimension of teaching evaluation literacy assessment before employment,and the education department organizes training on teaching evaluation;Improve the assessment standards of the school: incorporate teaching evaluation literacy assessment into the campus assessment,creating a strong cultural atmosphere for campus teaching evaluation;Teachers exert internal driving force in learning: develop teaching evaluation literacy in self-directed learning,improve teachers’ ability to implement classroom teaching evaluation,overcome professional fatigue,improve teaching evaluation literacy,and effectively carry out the development of teachers’ professional development and teaching evaluation literacy.