Research On Formative Evaluation Of Junior Middle School Students’ Aesthetic Perception Core Literacy

The changes in teaching and learning methods in the new era will inevitably lead to changes in educational evaluation.Deepening the reform of educational evaluation in the new era is not only an important measure of the country,but also a common vision of teachers and students.Evaluation is an indispensable part of teaching and plays an irreplaceable role in improving teachers’ teaching and promoting students’ learning.The proposal of core literacy in compulsory education curriculum standards has provided a new direction for the evaluation of music disciplines in primary and secondary schools.As a type of evaluation,the advantages of formative evaluation in promoting teaching and learning have begun to receive more and more attention.The core issue of this study is how to implement the formative evaluation of junior high school students’ aesthetic perception core literacy.It mainly explores three issues: the evaluation dimension of junior high school students’ aesthetic perception literacy,the implementation framework of the formative evaluation of junior high school students’ aesthetic perception literacy,and the guarantee conditions for the implementation of the formative evaluation of junior high school students’ aesthetic perception literacy.This study mainly includes the following four parts:The first part,through combing and analyzing relevant literature,explores the theory of "junior high school students’ aesthetic perception core literacy" and "formative evaluation",studies their specific content,and analyzes the significance of formative evaluation of junior high school students’ aesthetic perception core literacy.The second part uses grounded theoretical research methods to abstractly extract the relevant literature on the core literacy of aesthetic perception of junior high school students and interviews with front-line teachers in secondary schools from the bottom up.After verification by open coding,spindle coding,selective coding,and theoretical saturation,the evaluation dimensions of the core literacy of aesthetic perception are: music sound perception,emotional perception,and work content perception,respectively,And combined with music aesthetic theory and art curriculum standards,each dimension is analyzed in detail.In the third part,based on the analysis of the theoretical basis of formative evaluation,among the many formative evaluation components proposed in previous literature,the formative evaluation component consisting of four parts,namely,learning objectives,learning evidence,evaluation feedback,and teaching improvement,is redefined.Finally,the implementation framework of formative evaluation of the core aesthetic perception literacy of junior high school students required for this study is proposed in combination with the art curriculum standards of compulsory education.The fourth part implements formative assessment in junior high school music classes,and analyzes the entire implementation process of the assessment in detail.Research has found that formative assessment can effectively identify the strengths and weaknesses of teachers in the teaching process,and also play a positive role in the formation of the core aesthetic perception literacy of junior high school students.Finally,based on the implementation of formative evaluation in this study,the author proposes the guarantee conditions for the implementation of formative evaluation of junior high school students’ aesthetic perception core literacy.