Reflection the Evaluation of Basic Education in China
教育评价改革英文
教育评价改革英文In the evolving landscape of education, the reform of evaluation systems is essential to foster a more holistic approach to learning. Traditional grading methods often focus on rote memorization and standardized testing, which may not accurately reflect a student's true potential or creativity.The shift towards more qualitative assessments can provide a deeper understanding of a student's capabilities. For instance, project-based evaluations encourage critical thinking and problem-solving skills, which are invaluable in today's rapidly changing world.Furthermore, incorporating peer and self-assessments can empower students to take ownership of their learning journey. This not only enhances their self-awareness but also builds a sense of responsibility and accountability.The integration of technology in the classroom offers new avenues for evaluation reform. Digital portfolios and online platforms allow for continuous tracking of progress, offering a more dynamic and personalized learning experience.However, the transition to a new evaluation system must be thoughtfully implemented, ensuring that educators arewell-trained and that students are not disadvantaged by sudden changes in assessment criteria.It is also crucial to consider the cultural and social contexts within which education takes place. Evaluation reform should be sensitive to diverse learning needs and backgrounds, promoting equity and inclusivity in the educational process.Ultimately, the goal of educational evaluation reform is to cultivate a love for learning and to prepare students for the challenges of the future. By redefining what success looks like in education, we can inspire a generation to think beyond the confines of traditional grading and embrace a broader spectrum of intellectual and personal growth.。
当代中国基础教育课程改革反思——以《道德与法治》为例
自新基础 课程 改革 以来 ，我国的基础教 育不 断向着现代 其他课程有着根本区别，系属德育课程 ，学生不仅要将教师所
化 、国际化迈 进，新基础课程的改革 引领着基础教育的价值导 传授 的社会要求的 良好 的政治观点 、思想体系 、道德 范畴等通
向，中国的基础教育出现了新观念、新动力 、新思想，不 断地促 过心理因素、矛盾作用和情感中介转化为 自己的思想意识和信
新 课 程 改革 所 面 临的 问题 ，并 阐述 相应 策略 。 关键 词 基 础教 育 课程 改革 道德 与 法 治
中图分类号 ：Ｇ４２４
文献标识码 ：Ａ
ＤＯＩ：１０．１６４００￣．ｃｎｋｉ．ｋｊｄｋｚ．２０１８．０８．０６８
Ｒｅｆｌｅｃｔｉｏｎ ｏｎ Ｃｕｒｒｉｃｕｌｕｍ Ｒｅｆｏｒｍ ｏｆ Ｂａｓｉｃ Ｅｄｕｃａｔ ｉｏｎ ｉｎ Ｃｏｎｔｅｍ ｐｏｒａｒｙＣｈｉ ｎ ａ ，
中，“道德与法治”围绕课程 目标、课程结构、课程 内容 、课程实 过启发式教学、探究式教学 ，发挥学生的主动性与积极性，真正
施和课程评价进行 了深层次的改革 ，我们必须对改革的内容进 做 到 以学 生 发 展为 本 ，促 进 学 生 的身 心 发 展 ，使 学 生 达 到 教 师
题 进 行反 思 。
学 生 发 展 本位 的课 程 教 学 价 值 观 ，以学 生 为 本 ，认 识 到 学 生 是
１对 “道德与法 ’新基础课程改革的反思
具 有 独立 意义 的人 ，学 生是 具有 个 性 与 差 异 的施 了很 长 的一 段 时 间 ，在 课 程 改 革 好课程功能转变实施者 的角色，真正使得课程功发生转变 ，通
治”还存在一些基本问题 、基本矛盾 亟待我们认清和解决，本文 做人 、学 会 合 作 。同时 ，教 师 不 仅 要 关注 学 生 知识 的掌 握 ，还 需
我们正在研究的各种英文表述
: glen_almond@W e are currently establishing methods to characterize porcine T-lymphocyte subpopulations for two different studies. One involves evaluation of the T cells in weaned pigs following vaccination with a novel adjuvant; the other focuses on the influence of stress on T-lymphocyte populations and immunity in young pigs. Lymphocyte trapping is associated with stress, and we plan to explore this perturbation of the immune system. In addition, other studies focus on understanding the physiological roles of tumor necrosis factor and prostaglandin-E prior to and after the initiation of luteolysis. We are examining the significance of vascular endothelial growth factor (VEGF) and hypoxia-induc ible factor (HIF) in porcine corpus luteum. We utilize RT-PCR and additional genomic methodologies to characterize the expression of the factors and their receptors. We anticipate that future studies will determine the respective signal transduction pathways and re-visit the influence of the cytokines and the immune system on corpus luteum function.Birkenheuer, Adam, DVM, PhDDepartment of Clinical SciencesNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-8288E-mail: ajbirken@My research is focused on companion animal infectious diseases. Tick-transmitted protozoan parasites are emerging infectious diseases causing substantial morbidity and mortality worldwide. Our studies address discovery and characterization of novel pathogens, development of improved diagnostic assays, enhanced understanding of the epidemiology of tick-transmitted protozoan parasites, and identification of treatment strategies resulting in significantly improved survival rates.Breitschwerdt, Ed, DVMDepartment of Clinical SciencesNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 919-513-8277E-mail: ed_breitschwerdt@My research interests are focused in the area of infectious diseases, with a particular emphasis on diagnostic, therapeutic, and immunopathologic aspects of zoonotic vector-transmitted bacterial and rickettsial diseases. The laboratory has contributed substantially to current understanding of Rickettsia rickettsii, Ehrlichia canis, and Bartonella vinsonii infection in dogs and Bartonella henselae in cats. We are currently capable of handling biosafety P3-level. It is increasingly obvious that vector borne pathogens contribute to a substantial quantity of animal and humandisease and suffering. In most instances the immunopathologic consequences of infection with one or simultaneous infection with multiple vector-transmitted infectious agents remains unknown. It is our goal to better define the clinical consequences of chronic infection with these organisms. Dean, Gregg, DVM, PhDDepartment of Molecular Biomedical SciencesNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-2819E-mail: gregg_dean@My research focuses on the immunopathogenesis and prevention of human and feline immunodefic iency virus infection (HIV and FIV, respectively). FIV is a valuable model of human immunodeficiency virus infection in people and represents a significant health threat to the feline population world-wide. We are investigating the role of innate immune defects induced by HIV/FIV infection. These studies focus on the function of dendritic cells, natural killer cells, and Toll-like receptors in the immunopathogenesis of opportunistic infections during chronic retroviral infection. Ongoing vaccine studies seek to employ recombinant bacteria as vaccine vectors. We are evaluating recombinant Lactobacillus spp. engineered to express FIV/HIV Gag and consensus Env genes as a means to provide effective mucosal and systemic immune responses through oral immunization.Fogle, Jonathan, DVM, PhDDepartment of Population Health and PathobiologyNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-6304E-mail: jonathan_fogle@Using the FIV model for HIV, we have shown that CD4+CD25+ T regulatory cells are constitutively activated and suppress CD4+CD25- T helper cell immune responses during the acute phase and chronic phase of infection. Results of our recent experiments indicate that CD4+CD25+ T regulatory cells suppress the CD8+ immune response during the acute and chronic stages of FIV infection. We are currently investigating the mechanism(s) of CD8+ cell mediated suppression and the intracellular signaling events that occur in CD8+ targets, following their interaction with activated CD4+CD25+ cell from FIV+ cats.Gilmour, Ian, BSc, PhDCardiopulmonary and Immunotoxicology BranchEnvironmental Public Health DivisionNational Health and Environmental Effects Research LaboratoryU.S. Environmental Protection AgencyResearch Triangle Park, NC 27711Phone: (919) 541-0015E-mail: Gilmour.Ian@We study the effect of air pollutant exposure on pulmonary immunity and subsequent development of allergic and infectious lung disease. Air pollutants are generated in the inhalation exposure facility at the EPA which has the capability to aerosolize simple gases and vapors, various particles including nanomaterials, as well as fossil fuel combustion emissions. The staff also operates mobile field sampling laboratories that collect size-fractionated particles from various locations across the country. The relative toxicity of various air pollutants are compared and then applied in animal models of asthma, influenza, or cardiac dysfunction. Parallel studies are conducted with in vitro systems in order to extrapolate between cell based and whole body responses for the purposes of predicting potential effects in humans. Hammerberg, Bruce, DVM, PhDDepartment of Population Health and PathobiologyNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-7712E-mail: bruce_hammerberg@My current research expertise is in allergic diseases and nematode biology. Regarding allergic disease research, we have developed canine x murine heterohybridomas. One of these produces canine monoclonal IgE specific for a filarial nematode antigen. Another produces canine IgG antibody specific for canine IgE. Using these tools, I have developed mouse monoclonal antibodies against heat stable epitopes of canine IgE and have the opportunity to make canine monoclonal antibodies against canine IgE epitopes that will be useful in preventing allergic disease in the dog. The unlimited supply of canine IgE of known antigen specificity has directed my research toward characterizing inherited differences in mast cell function in the dog, and at this time I am investigating the role of stem cell factor in inherited canine atopic dermatitis.My work with filarial nematodes over the last 25 years has recently turned to investigating how fatty acid binding proteins function in nematode physiology.Havell, Edward, PhDDepartment of Population Health and PathobiologyNCSU College V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 515-6184E-mail: ed_havell@The major objective of our research is to determine the roles that tumor necrosis factor (TNF), interferon-gamma (IFN-gamma) and host cells play in both innate and adaptive immunity toenteric bacterial pathogens. To study possible roles of cytokines and host cells in anti-bacterial resistance, specific inhibitors (e.g., anti-cytokine antibodies) that block the actions of a given cytokine or host cell are administered before or at progressive times during bacterial infection in mice. The subsequent course of infection is monitored to determine the effect of such treatment on bacterial pathogenesis. The long-range goal of our research is to acquire an understanding of how TNF, IFN-gamma, and host cells having anti-bacterial function interact in the defense of the host against bacterial pathogens. Studies are underway to develop a reproducible model of inflammatory bowel disease that will enable the study of the roles of cytokines and host cells in chronic inflammatory intestinal disease. Finally, we have generated an avirulent Listeria monocytogenes mutant that does not translocate from the intestinal lumen but induces very strong protective T cell-mediated anti-listerial immunity. We plan to evaluate this avirulent mutant as an orally administered vaccine platform to present secreted recombinant tuberculosis antigens to the intestinal immune system in order to elicit protective anti-TB T cell immunityHess, Paul, DVM, PhDDepartment of Clinical SciencesNCSU, College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-6183E-mail: paul_hess@My principal interests are CD8-positive T cell immunology and immunotherapy. One focus of the laboratory is examining how the interaction of the MHC class I molecule and the T cell receptor can be manipulated to induce stable tolerance in animal models of autoimmunity and allotransplantation. The second focus is the discovery of new peptide epitopes in viral diseases. Lastly, we are investigating novel clinical predictors of chemotherapy-induced toxicity in the dog. Hudson, Lola C., DVM, PhDDepartment of Molecular Biomedical SciencesNCSU College V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-6306E-mail: lola_hudson@Research in this laboratory focuses on the study of viral neuropathogenesis and blood-brain barrier (BBB) function. We are currently investigating feline immunodeficiency virus (FIV), which has divergent mechanisms of CNS entry, as a model for AIDS neuropathogenesis. We have developed an in vitro feline blood-brain barrier model system to determine the conditions under which immune cells in normal and FIV-infected animals are capable of penetrating the BBB. Additional studies focus on characteristics of attaching cells and mechanisms of attachment to the barrier such as up-regulation of specific adhesion molecules. Additionally, in vivo studies parallel in vitro studies with the aim of increasing detection of neural infection during the early stages ofdisease. We are currently focusing on various cognitive-motor behavioral tests in normal and infected cats to determine acute losses in neurologic function. Such tests can then be used to assess the efficacy of various therapeutics to delay or prevent CNS infection.Jones, Samuel L., DVM, PhDDepartment of Clinical SciencesNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh NC 27606Phone: (919) 513-7722E-mail: sam_jones@My research interests focus on how inflammation is triggered and regulated and how inflammation contributes to the pathophysiology of diseases such as colitis, equine colic, sepsis, and endotoxemia. A primary objective of our work is to understand the cellular and molecular details of cell migration with a focus on the key innate immune cell, the neutrophil. We are particularly interested in how the signaling molecules protein kinase A, phosphatidylinositol 3-kinase, and p38 and the actin binding proteins MARCKS, V ASP, and L-plastin regulate the actin cytoskeleton, integrin function, and signaling during migration of neutrophils and other cell types. We use human and equine primary cells, cell lines, and in vivo models including mice and zebrafish for these studies. We are also studying how inflammation is triggered and how pro-inflammatory genes, particularly genes in the prostaglandin synthesis cascade that encode cyclooxygenase-2 and prostaglandin synthase-1, are upregulated in equine leukocytes. In collaborative work, we are studying the effects of neutrophils and inflammatory mediators on intestinal mucosal repair following ischemic injury that occurs in some forms of equine colic. Koci, Matt, PhDDepartment of Poultry ScienceNCSU Scott Hall, Campus Box 7608Raleigh, NC 27695Phone: (919) 515-5388E-mail: mdkoci@The overall focus of my research is to understand how the immune system responds to viral challenges. The majority of our work focuses on the innate aspects of host resistance to viral infection, particularly addressing how the innate immune system recognizes and responds to infection and thus can have profound affects on the adaptive immune response and ultimately the outcome of the infection. Understanding how stimulation of the innate immune system leads to different clinical outcomes is critical to understanding the genetic basis of disease resistance. Laster, Scott M., PhD- Immunology Program DirectorDepartment of MicrobiologyNCSU Gardner Hall, Campus Box 7615Raleigh, NC 27695Phone: (919) 515-7958E-mail: scott_laster@Research in my laboratory focuses on the anti-viral immune response. One aspect of this response currently under investigation is the apoptosis-inducing activity of tumor necrosis factor (TNF). TNF is a product of many cells, including macrophages and monocytes, and is released by these cells during infection. TNF is able to act in an anti-viral manner by causing the death of infected cells before virus replication is complete, thereby reducing the number of infectious virions that are produced. The apoptosis-inducing activity of TNF is selective for infected cells because these cells are unable to transcribe appropriate levels of NF-kB-dependent, anti-apoptotic gene products. The virus under investigation in my laboratory is the human adenovirus. While not a major human pathogen, the adenovirus represents an excellent model system for studies of molecular and cellular immunology. Recent studies from my laboratory suggest that adenovirus induces susceptibility to TNF by preventing the expression of a tyrosine or dual specificity phosphatase, leading us to propose that this phosphatase normally acts in an anti-apoptotic manner by inhibiting apoptotic signal transduction through the dephosphorylation of cytosolic phospholipase A2.Miller, Jennifer, PhDDepartment of MicrobiologyNCSU Gardner Hall, Campus Box 7615Raleigh, NC 27695Phone: (919) 515-7867E-mail: jen_miller@My research focuses on the interaction between the tick-borne spirochete Borrelia burgdorferi and the innate immune system. B. burgdorferi is the causative agent of Lyme disease, a multi-system disorder whose symptoms include the development of subacute arthritis within both a large joint of afflicted humans and the rear ankle joints of susceptible inbred mouse strains. This subacute arthritis is associated with the presence of B. burgdorferi within the joints. My laboratory utilizes tissue culture and mouse models to examine both the bacterial and host-derived mechanisms driving the induction of Lyme arthritis. We are currently focusing on a novel and previously unappreciated role for Type I interferon (IFN) in the development of severe Lyme arthritis. The goal of these studies is to identify additional bacterial effectors, innate immune components, and mechanistic pathways that drive both Type I IFN production and the development of Lyme arthritis.Nordone, Shila, PhDDepartment of Molecular Biomedical SciencesNCSU College V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 515-7410E-mail: shila_nordone@My research involves studying the mechanisms and consequences of the molecular interactions between pathogenic organisms and the innate immune system. Pathogen-mediated modulation of innate immunity can dictate the pathological consequences of infection, the duration of survival of the pathogen in the host, and ultimately, the ability of the adaptive immune response to evolve and clear infection. At the center of my research is the role of Toll-like receptor (TLR) and Triggering Receptor Expressed on Myeloid Cells-1 (TREM-1) activation in pathogen-immune system interactions. We are currently engaged in the following research areas: 1) Modulation of TLR-mediated responses by HIV-1 infection and 2) TREM-1 mediated inflammation during canine sepsis. The overall aim of both areas of research is to increase our understanding of the basic mechanisms of pathogen-innate immune cell crosstalk and to identify new therapeutic targets for treating HIV and sepsis.Olivry, Thierry, DrV et, PhDDepartment of Clinical SciencesNCSU, College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-6276E-mail: thierry_olivry@My principal research interests involve investigating the pathogenesis and therapy of canine atopic dermatitis and autoimmune skin diseases. Current projects on atopic dermatitis include clinical trials on the pharmacotherapy of this disease, modeling skin lesions experimentally, researching novel methods for immunotherapy as well as investigating the genetics of this trait in West Highland White Terriers. My research on autoimmune skin diseases involves the characterization of clinical signs, histopathology and immunological aspects of novel pathological entities of dogs, cats and horses. Additionally, we are investigating the autoantibody response in the blistering disease pemphigus foliaceus in dogs.Selgrade, Mary Jane, PhDImmunotoxicology BranchU.S. Environmental Protection AgencyResearch Triangle Park, NC 27711Phone: (919) 541-1821E-mail: selgrade.maryjane@My research interests center around the interactions between xenobiotic compounds (ambient and indoor air pollutants) and the immune system and consequent effects on susceptibility to infectious and allergic disease. The laboratory has developed several infectivity and allergy models in laboratory rodents. The focus is to understand the effects that exposure to environmental agents may have on both local and systemic immune responses, the underlying mechanisms associated with these effects, and the consequent impact on susceptibility to disease.Sherry, Barbara, PhDDepartment of Molecular Biomedical SciencesNCSU College V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone; (919) 515-4480E-mail: barbara_sherry@We study reovirus-induced myocarditis (cardiac inflammation and tissue damage) in mice as a model for this important human disease. Recently, we have focused on the cardiac response to viral infection, with particular emphasis on viral induction of the anti-viral cytokine interferon-beta in cardiac cells. We are interested in both the viral genes that stimulate this response, and the cardiac transcription factors and anti-viral proteins that are central to protection against disease. Our approaches, using primarily molecular techniques, include the use of transgenic mice and primary cardiac myocyte cell cultures.Sikes, Michael, PhDDepartment of MicrobiologyNCSU Gardner Hall, Campus Box 7615Raleigh, NC 27695Phone: (919) 513-0528E-mail: mike_sikes@As different cells in the body develop, they selectively use specific genes while ignoring others. In fact, development of multicellular organisms is absolutely dependent on differential gene regulation. But how genes are programmed to be activated or silenced at the right time remains a mystery. The research in our laboratory investigates the epigenetic changes that govern selective gene usage during lymphocyte development. Unlike other tissues, lymphocytes develop in discreet stages that can be easily followed using cell surface marker proteins, and for which individual cell line models exist. Specifically, we study the epigenetic programs that regulate the developmentally-timed activation and inactivation of the genes that encode the antibody and T cell receptor molecules. These genes are unique in the body in that they undergo a process of genetic recombination. We believe that transcriptional promoters positioned throughout each gene serve as nucleation points for transcription factors and histone modifiers that work together to shape local windows of accessible chromatin in response to developmental cues. Work is underway to test this hypothesis and to define the protein factors involved.Suter, Steven, VMD, MS, PhDDepartment of Clinical SciencesNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-0813E-mail: steven_suter@My research interests focus primarily on hematologic malignancies in companion animals, specifically canine and feline lymphoma. Elucidating the underlying molecular abnormalities associated with these diseases, as well as the development of novel therapeutics is the main thrust of my research. Although canine lymphoma is phenotypically and biologically similar to human non-Hodgkin’s diffuse large B-cell lymphoma, it is not known if these diseases share similar genetic perturbations. We aim to begin to elucidate these perturbations in dogs with lymphoma to both enhance dog lymphoma as a pertinent large animal model of human non-Hodgkin’s lymphoma and develop more targeted therapeutics for this disease.Tompkins, Mary, DVM, PhDDepartment of Population Health and PathobiologyNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606(919) 513-6255E-mail: mary_tompkins@The research in my laboratory is directed towards understanding the immunopathogenesis of feline retrovirus infection. In particular, we are examining mechanisms of virus-induced immunosuppression and persistence, especially alterations in cytokine regulation and cell-mediated immunity. We have been studying the immunopathogenesis of feline immunodefic iency virus (FIV), which is one of the best animal models for HIV infection. Our early studies described alterations in peripheral blood lymphocyte subset numbers, in vivo virus tropism, and disease progression. More recently we have described in detail cytokine dysregulation associated with FIV infection that leads to the inability of the infected cat to mount a successful cell mediated immune response to a secondary intracellular pathogen.Tompkins, Wayne, PhDDepartment of Population Health and PathobiologyNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 515-7394E-mail: wayne_tompkins@The focus of my research is immunopathogenesis of FIV infection in the cat: a model for human HIV infection. We are studying the cellular and molecular basis of T cell dysfunction and progression to AIDS in FIV-infected cats, utilizing RT-qcPCR and multi-color flow cytometry to define the receptor phenotype and cytokine profiles of CD4-positive and CD8-positive T cells. We are specifically exploring the role of B7 co-stimulatory molecules and the cytokines IL-10 and TGF-beta in mediating T cell anergy and apoptosis.Tonkonogy, Susan, PhDDepartment of Population Health and PathobiologyNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919) 513-6252E-mail: sue_tonkonogy@The overall goal of my research is to identify the molecular mechanisms that regulate the intestinal immune response. Our current approach is to determine the patterns of cytokines produced by T cells, B cells, macrophages, and dendritic cells isolated from mucosal lymphoid tissue of genetically manipulated rodents that spontaneously develop chronic intestinal inflammation when maintained in specific pathogen free housing. Germ-free rodents with identical genetic alterations do not develop inflammation, implicating the microorganisms that colonize the intestinal tract in the initiation of disease. The long-range goal of these studies is to provide a basis for designing therapeutic strategies aimed towards down-regulating the intestinal immune response that we postulate to be an underlying cause of the chronic inflammation that occurs in inflammatory bowel diseases.Ward, Marsha, PhDImmunotoxicology BranchU.S. Environmental Protection AgencyResearch Triangle Park, NC 27711Phone: (919) 541-1193E-mail: ward.marsha@My research interests involve the assessment of indoor environmental contaminants, particularly fungi for the potential to cause allergy/asthma using laboratory rodent models. The focus of our studies is hazard identification including 1) the identification and characterization of the allergenic proteins and 2) the identification of potential biomarkers that differentiate an allergic response from a non-allergic inflammatory response. Additionally, we are interested in the area of food allergies that could occur due to the introduction of genetically modified crops.Y oder, Jeffrey, PhDDepartment of Molecular Biomedical SciencesNCSU College of V eterinary Medicine, Campus Box 84014700 Hillsborough StRaleigh, NC 27606Phone: (919)-515-7406E-mail: jeff_yoder@Web site: /~jayoder/。
成长档案英文自我评价
成长档案英文自我评价成长档案英文自我评价篇一I have always liked Zhu Xis poem - half an acre of Fang Tong a Kam, the sky clouds were wandering .What is the drainage channel? There is a simple reason for this poem , That is, only continue to learn and constantly enrich themselves in order to allow themselves to continue to develop to meet the needs of society. To teach and educate the responsibility of the teacher should be more on their own development planning, and whom continue to work hard to become a good teacher of the people.1, in professional knowledge, professionalism is not enough, especially the education monograph read less;2, the lack of personality in some publicity, moderate publicity help teaching;3, the classroom has not formed its own unique teaching style, although mastered a number of methods, but can not do its capability;4, as a teacher, the book is not enough reading, there is no certain cultural heritage. Although sensitive to thinking, but lazy in the pen, not good at summing up and finishing.Second, the personal development planAccording to my personality, combined with my strengths andweaknesses, especially to develop the following personal growth and development plan:1, learn to plan to do things;2, combined with their own mathematics teaching, take the initiative to undertake the new curriculum research;3, insist on the wonderful flash in the classroom record;4, each semester to carefully read two teaching theory monographs, usually extensive reading education and teaching magazines and do a good job reading notes, improve their own math literacy.Third, the specific measures:1, the professional level of improvement(1) learning education theory, in the rational knowledge to enrich themselvesCarefully read the curriculum standards and teaching books and other relevant information, study new materials, new curriculum standards, research teaching methods, experience the nature of the new curriculum, values, ideas, improve their operational capacity. Each semester in addition to school books, but also read an educational monograph, make timely notes, write their own experiences, enrich their own culture. To see more authoritative educational journals, learn more famous education experts, experts point of view, to understand the current educational reform, the future of their own education andteaching work of all has a guiding significance.(2) the improvement of professional quality, enrich in self-learning and school teachers to discuss, mutual help, adhere to teaching and learning, to obtain self-development. Attend lectures in class, communicate with the lecturers, communicate with the lecturers, question and dare to put forward their own problems or different points of view, to achieve common progress in the joint exploration, to get real feelings from them, and constantly improve themselves and promote personal professional knowledge. Upgrade, so that their growth with the new curriculum.2, the daily routine of teaching solid and upgradeCarefully prepared lesson; carefully modify each job, to prevent the wrong batch, leakage batch phenomenon, to explore interesting work, innovative work. And timely make corrections records. There are lesson plans, not late, do not sit lectures, not early get out of class, do not drag hall, not sarcastic satirical students.3, diligent in reflection, self-improvementLearn to think about education, from reflection to enhance the level of teaching and research. After each lesson, the problems found in teaching practice and valuable things quickly down to enjoy success, make up for deficiencies. In summing up experience in self -improvement.4, to cultivate their solid basic skillsPen words, chalk words, stick figure, Mandarin is the basic skills of teachers. If you can write a good word, not only look cool and pleasing to the eye, can affect the strong plasticity of students.5, the use of information technology to assist teachingMake full use of the advantages of the network, learning new ideas in education and teaching, master new methods, use of new theories and improve teaching effectiveness. The use of spare time to computer experts to learn and improve their own computer level.6, always maintain the professional feelings - passionEducation is a need to sacrifice career, is also a loving career. We need to stir up this burden, we need to have dedicated the passion. As a teacher, we should not only dare to come out, but also willing to loneliness. Maybe we are poor, but we are also rich, because we use our love to shape a group of fresh life.In the education and teaching of the road, only with the passion to practice and reflection, as soon as possible to keep up with the pace of development of the times in order to grow as soon as an excellent teacher.成长档案英文自我评价篇二Today, although the last day of training, but the mood was like the weather at this time, happiness and happiness in the rising temperature.Todays lecture is still very exciting, todays harvest the most shocking. I will remember these shock:1. Evaluation is not simply to assess how much knowledge students have, remember how much knowledge, but to evaluate what can be done with this knowledge and in the process of learning knowledge, emotions, learning strategies such as changes and improvements.2. The new curriculum emphasizes that evaluation should be combined with formative and final evaluation to increase the dimension of evaluation, not only pay attention to the learning process, but also pay attention to learning results, and strive to reflect the curriculum content people-oriented core ideaIn the evaluation, we should respect the needs of students and the law of physical and mental development, respect the students emotions, pay attention to mobilize the enthusiasm of students, on the basis of research, design, implementation evaluation.This is the deep meaning of the student body.We should take into account the age, psychological characteristics and cognitive level of students according to the characteristics of each stage of teaching and evaluation purposes, choose reasonable and diverse evaluation methods such as self-evaluation, peer evaluation, parental evaluation, teacher evaluation, etc.Formative and summative evaluation.Such as: language performance (role-playing, recitation recitation, chart presentation, project research, experimental reports, classroom teaching evaluation, etc.), observation and analysis records (student performance records, student reflection, activity overall performance, student growth record bags) Interpersonal communication (interview, individual conversation, group discussion, speech debate, etc.), testability evaluation (standardized test, stage test, unit test, random test, etc.).5. Formative evaluation principles are: incentive principle (to make students like the evaluation, so that students experience(Students are the main body of learning and evaluation of the main, to encourage students to actively take the initiative to evaluate their own learning and reflection), students participate in classroom activities is the formative evaluation of the situation, Formative evaluation and teaching are closely related and diverse, and can be test and non-test, teacher evaluation, student self-evaluation and student mutual evaluation of the combination of and so on.6. Language teaching is not with reading a few words, analyze a few sentence structure, explain a few grammar tenseCan work. We should be in a certain period of time, such as the first stage, leading students to learn how to evaluate their own learning interest, how to use the portfolio to evaluate themselves.成长档案英文自我评价篇三First, the archiving object:From the first semester of the 20xx-20xx academic year, students continue to improve the student growth portfolio in the seventh, eighth and ninth grade.Second, the value orientation:Portfolio assessment is a new evaluation method, which belongs to the qualitative evaluation paradigm, which is the interaction between schools, teachers, students and parents. The embodied value orientation: to promote the development of each student.The Student Growth Portfolio provides each student with the opportunity to create, present, and appreciate the success of a student, based on a qualitative assessment of student achievement based on known standards. It is based on the whole, according to material Shi assessment, each student can use these standards to observe and examine their own results, to promote their own development, publicity personality.Promote the comprehensive development of students.Portfolio not only concerned about academic performance, more concerned about the spirit of innovation and practical ability. It uses qualitative evaluation, expository evaluation, process evaluation, developmental evaluation and self-evaluation. It can fully understand students learning and lifedynamics, inspire students enthusiasm for learning, develop students potentialities and promote students comprehensive development. . And promote the sustainable development of students. Portfolio is the development of students as a continuous process to look at, it allows students to reflect on their own learning and evaluation to help students responsible for their own development, especially the feelings of their own continuous growth and progress, cultivate self-confidence , To promote students in the original level of sustainable development.Third, constitute the content:Student growth portfolio can also be called quality education bags. Students can reflect the overall quality of the material bag. Portfolio content can be very broad, it is composed of:1, the basic development of students to achieve the goal of the situation. It includes moral quality, civic literacy, learning ability, communication and cooperation ability, aesthetic and performance and so on.2, the degree of achievement of students learning objectives. It includes knowledge and skills, processes and methods, emotions and attitudes and values and other projects.3, students in a certain area of progress and achievements. It includes materials that the students themselves, parents, and teachers feel can reflect efforts, progress, and quality.Fourth, the operating process:(A) preparatory work stage.Organizational preparation. The establishment of student growth portfolio implementation of the program working group.Leader: Shi RongsenDeputy head: Tang Linzhou Yang Fu GenMembers: seven, eight, nine class teacher, teacher2, business training. Formulate the form of work, the development of work system, evaluation of assessment regulations. Thematic training for members of the Working Group.(B) the implementation phase of the program1, the accumulation of archival materials. According to the contents and evaluation principles of Portfolio, the organization guides the students to participate in life, hands-on practice, cooperative learning, teacher-student interaction, and timely evaluation of student learning, progress and progress.2, timely sorting and screening. According to a stage or a study, the accumulation of life themes collected materials, information, results, teachers and students negotiated screening, retained in the Portfolio, so that students experience the fun of learning, the joy of success.3, guide parents to participate. Teachers to mobilize and guide parents with the school, the children in the family learning, life contentevaluation information on the immediate collection, arrangement, preservation, and supervision of the whole process, specific intervention.4, regular display of communication. In the implementation of the program, the school should create opportunities for teachers, students and parents to communicate and communicate with each other, organize regular seminars and demonstrations, strengthen discussion and cooperation with each other, and continuously improve the Portfolio. Evaluation of quality.(C) the results of the processing stage1, analysis and evaluation. Teachers to guide students to build the growth portfolio in the material analysis, evaluation, improve self-assessment, mutual assessment ability. But also to guide students to reflect on their own timely growth of the situation, summed up the reasons for growth, reflect on their own lack of clear efforts to target.2, reflection and summary. Teachers themselves to the portfolio of the design and use of the evaluation methods and effects, personal achievements and other professional development summary, reflection.3, assessment and assessment. The school carries out quality analysis, evaluation and evaluation on the operational procedures, evaluation functions and work results of the members of the Portfolio Implementation Program team, sums up the experience, commends the advanced, finds out the problems and studies the countermeasures, andtruly realizes the Students Growth Portfolio Of the value orientation.V. Working Arrangements:September:Continue to improve the supplementary portfolio.October:1, improve the class portfolio, the use of research2, the teacher held a forumNovember:Enrich the portfolio, organization and evaluation within the class display,December:Show the class within the excellent appraisal of the portfolio, grade group exchange.January:1, grade group within the Portfolio to establish competitions and display.2, brief summary of each class and put forward practical improvements.3, the school on the establishment of student growth portfolio work assessment assessment, sum up recognition, improve the next revision of the student growth portfolio and the establishment of pilot program.成长档案英文自我评价。
普通高中地理课程标准外语翻译
Ordinary high school geography curriculum standardsPart 1 ForewordModern society requires citizens to be able to recognize people in science, resources, environment, social development on the basis of mutual coordination, establishing the concept of sustainable development, the formation of civilized life and production.Extensive application of Geographical Sciences and the rapid development of geographic information technology, all of high school geography curriculum reform raised new issues challenging.Comprehensively promote the comprehensive development of quality education and lifelong learning of students starting to build reflect the modern educational concepts, reflecting the geography of scientific development, production and life to adapt to the social needs of high school geography curriculum.Guide students to focus on global issues and China's reform and opening up and modernization of the major geographical issues, promote the scientific spirit and humanistic spirit, cultivate innovation and practical ability, enhance social responsibility, and strengthen the population, resources, environment, coordinated and sustainable development of society concept, which is given by the times in high school geography education mission.1 Courses natureGeography is the study of the geographical environment and human activities and the geographical environment of mutual relations.It has two notable features：The first comprehensive. Geographical environment from the atmosphere, hydrosphere, lithosphere, biosphere and other spheres form, is a complex system of natural elements of the Earth's surface, human elements of organic combination.Geography nature of both natural sciences and social sciences.Second, regional. Geography Geography of things not only distribution and spatial structure of space and spatial differences of things to clarify the geographic and spatial links, and is committed to revealing the geographical space motion of things, spatial evolution of the law. Geography plays an important role in the modern scientific system, plays an important role in addressing contemporary population, resources, environment and development issues.Nine-year compulsory school geography curriculum and geography curriculum convergence stage is high school students to learn earth science knowledge and understanding of the relationship between human activities and the geographical environment, to further understand the geography and the geography of learning research methods, establish the concept of sustainable development a basic courses across "the humanities and social", "science" two fields of study.High school geography curriculum by "compulsory" component and "elective" courses.2 The basic idea of the course1.Geographic literacy training future citizens of essential.Designed with the times and basichigh school geography curriculum, providing future citizens of geographical knowledge necessary to enhance students' learning ability and viability of geography. Watch population, resources, environment and regional development and other issues, in order to facilitate the students to correctly understand the relationship between people and land, the formation of the concept of sustainable development, and cherish the Earth, treat the environment.2.To meet the learning needs of students with different geography.Build rich diversity, selective high school geography curriculum to meet the students to explore the mysteries of nature, environmental awareness and social life, to master modern science and technology methods, such as different geographic learning needs.3.Explore the importance of geographical issues.Advocate for independent learning, cooperative learning and inquiry learning, conduct observations geography, geographical study, experimental geography, geographical surveys and geographic and thematic study practice.4. Emphasis on IT applications in geography learning.Fully consider the impact of IT on geography teaching students to create a favorable geographic information awareness and ability to form a teaching environment.5.Evaluation of combined focus on the learning process and learning outcomes assessment.Reflect students' attention to the process of development assessment, evaluation objectives to achieve diversification, diversification of evaluation tools, emphasizing the formative assessment and summative assessment, qualitative assessment and quantitative evaluation of the combination, evaluation and encouragement of reflective evaluation of the combination.3 Curriculum design ideas1.Focus on high school geography curriculum combined with practical, require students to sort, analyze basic geographic facts, and gradually learn to use the basic principle of geographical inquiry process geography, geography and geographic laws and other causes.2.High school geography curriculum design to sustainable development as the guiding ideology, the relationship between people and land the main line to the current population, resources, environment, development and other issues facing humanity as the key to modern science and technology approach to support, to foster national modern quality of civilization for the purpose, in order to fully reflect the basic idea geography courses.3.High school geography curriculum by a common compulsory courses and elective courses components. Required courses in high school geography together a total of six credits, from "Geography 1", "Geography", "Geography 3" (each 2 credits, 36 hours) of three modules, covering the basic content of modern geography, reflecting the natural geography contact with the integration of human geography and regional geography. Note compulsory curriculum design and teaching content is relatively complete structure of the novel, enriched, so that the coursehas a strong foundation and the times.4.High school geography curriculum by a common compulsory courses and elective courses components. Required courses in high school geography together a total of six credits, from "Geography 1", "Geography", "Geography 3" (each 2 credits, 36 hours) of three modules, covering the basic content of modern geography, reflecting the natural geography contact with the integration of human geography and regional geography. Note compulsory curriculum design and teaching content is relatively complete structure of the novel, enriched, so that the course has a strong foundation and the times.5.Apply for college-related professional (such as earth science, environment, agriculture, forestry, water conservancy, economics, management, journalism, tourism, military, etc.), students must Xiuman geography elective courses 4 credits.Figure high school geography curriculum is structured as follows:Part 2 Course ObjectivesThe overall objective of the course is to require high school geography students master the basic knowledge and basic principles of geography; access to basic geography skills, thinking skills development geography, preliminary study and explore geography master the basic methods and techniques; strengthen patriotic feelings, to establish a scientific population concept, resource view, the concept of environment and sustainable development concept.Course objectives from the knowledge and skills, processes and methods, attitudes and values expressed in three dimensions, these three dimensions is an organic whole in theimplementation process.First, the knowledge and skills1. Obtain basic knowledge of the Earth and the universe environment; understanding of the main features of human life natural geographical environment and natural geographic relationships between the various elements of the environment.2. Understand the impact of human activities on the geographical environment, understanding the formation and characteristics of human geography environment; recognize the significance of sustainable development and the main way.3. Recognize regional differences, understand the major issues facing the region and sustainable development solutions.4. Learn independently or in cooperation geographical observation, experimental geography, geographical survey; master reading, analysis, geographic charts and use the skills of geographic data.Second, the process and methods1. Preliminary learn through a variety of ways, using various means to gather geographical information, try to apply the knowledge and skills of geographic geographic information collation, analysis, and the geographic information used in geography learning process.2. Try found from studying and living in the geographical problem, explore solutions, in collaboration with others, conduct research, propose solutions to this problem.3. Use appropriate methods and means, expression, communication, reflection and experiences, insights and the results of their study and explore geography.Third, attitudes and values1. Excited to explore the issue of geographical interest and motivation, develop truth, realistic scientific attitude and improve the geographic aesthetic taste.2. Concerned about China's basic geographic conditions, concerns the status quo and development trend of China's environment and enhance the emotional love the motherland and hometown.3. Understanding of the global environment and development issues, understand the value of international cooperation, the initial formation of the correct global consciousness.4. Enhancement of resources, environmental protection awareness and legal awareness,forming the concept of sustainable development, enhance social responsibility concern and care for the environment, and develop good habits.Part III Content StandardsPresentation style on content standards, as follows:1. content standards by standards, activity suggestions and other components.2. "standard" is a high school geography curriculum students must meet the basic requirements to conduct objective way of expression.3. "Activity Proposal" is a reference to carry out teaching activities offered suggestions, you can choose according to the conditions, but also can design their own.4."Description" is the further explanation of some of the standard problems.。
综合英语教程(第三版)5电子教案unit 2-section 2
One is the subject which is concerned more with theories, and the history of theories, than with the storing of the mind with such information and knowledge as theories are built upon: such a subject, and a very popular one, is economics, which consists of a number of complicated and contradictory theories, a subject by no means proved to be a science, usually based on illicit assumptions, the bastard progeny8 of a parent it disowns, ethics. Even philosophy, when divorced from theology and from the knowledge of life and of ascertainable facts, is but a famishing pabulum, or a draught stimulating for a moment, leaving behind drought and disillusion.
Those who have a real genius for acquiring these dead languages are few, and they are pretty likely of their own accord to devote themselves to the Classics – if they are given the opportunity. But there are many more of us who have gifts for modern languages, or for our own language, or for history, who have only a modest capacity for mastering Latin and Greek. We can hardly be expected to realize, during adolescence, that without a foundation of Latin and Greek we remain limited in our power over these other subjects.
教师评职称工作总结标题
教师评职称工作总结标题英文回答：Title: Reflection on the Evaluation of Teacher's Professional Title。
As the evaluation of my professional title as a teacher comes to an end, I can't help but reflect on the entire process. It has been a challenging yet rewarding experience, and I believe it has helped me grow both personally and professionally.During the evaluation process, I had to submit a comprehensive portfolio that showcased my teaching philosophy, lesson plans, student feedback, andprofessional development activities. I also had to undergo classroom observations and interviews with colleagues and supervisors. This process allowed me to reflect on my teaching practices and identify areas for improvement.One of the most valuable aspects of this evaluation was the feedback I received from my colleagues and students. Their input helped me gain a better understanding of my strengths and weaknesses as a teacher. For example, one of my colleagues pointed out that I have a strong ability to create a positive and inclusive classroom environment, which has a positive impact on student engagement and learning. On the other hand, a student mentioned that I could improve my use of technology in the classroom to enhance the learning experience.In addition to the feedback, I also had the opportunity to engage in professional development activities that have positively impacted my teaching. For instance, I attended a workshop on differentiated instruction, which has allowed me to better meet the diverse needs of my students. I also collaborated with a colleague on a research project that has deepened my understanding of effective assessment practices.Overall, the evaluation of my professional title has been a valuable experience that has helped me grow as ateacher. I am grateful for the opportunity to receive feedback, engage in professional development, and reflecton my teaching practices. I am confident that this process has prepared me to take on new challenges and continue to improve as an educator.中文回答：标题，对教师职称评定工作的反思。
High+School+English+Reading+Lesson+Plan
04
Active learning
students should actively participate in classroom activities, such as group discussions, role plays, and simulations, to enhance their understanding of the text
Emotional attributes and values goals
Encourage a love of reading
students should develop a positive attitude towards reading, enjoying the process of reading and finding value in the content they read
Design discussion sessions that allow students to further explore the topics covered in the reading materials For example, ask students to write a short essay or give a speech related to the reading materials Encourage students to express their own opinions and perspectives on the topics covered
教学设计的八个环节英文翻译
Teaching Design: Eight Stages of Instructional PlanningIntroductionEffective instructional design plays a pivotal role in creating meaningful learning experiences for students. It involves a systematic approach to planning, organizing, and delivering instruction. In this document, we will explore the eight stages of teaching design and provide a brief overview of their significance.1.Needs AnalysisThe first stage of instructional design is conducting a needs analysis. This involves identifying the learning objectives, assessing the current knowledge and skills of the learners, and understanding their specific needs. By conducting this analysis, educators can tailor their teaching strategies to meet the learners’ requirements.2.Setting ObjectivesSetting clear and measurable learning objectives is crucial for effective teaching design. Objectives provide a roadmap for both teachers and students, helping to ensure that the instructional content aligns with the desired outcomes. Well-defined objectives also help in evaluating the effectiveness of the instructional design.3.Content DesignContent design involves selecting and organizing relevant information and resources to support the learning objectives. This stage requires educators to carefully structure the content in a logical and coherent manner. Consideration should be given to the sequence, clarity, and appropriateness of the content to enhance understanding and engagement.4.Instructional StrategiesChoosing appropriate instructional strategies is essential to engage learners and promote active participation. Different strategies, such as lectures, discussions, demonstrations, or hands-on activities, can be employed based on the nature of the content and the learning objectives. Selecting a variety of strategies ensures that diverse learning styles are accommodated.5.Assessment and EvaluationAssessment and evaluation are integral components of instructional design. Educators should design assessment tasks that align with the learning objectives and provide opportunities for students to demonstrate their understanding. Various assessment methods, including tests, projects, and presentations, can be used to evaluate student progress and provide timely feedback.6.Delivery and ImplementationThe delivery and implementation stage involves planning how the instruction will be delivered to the students. It includes consideration of instructional methods, resources, and classroom management strategies. Educators need to ensure the learning environment is conducive to effective teaching and learning while using appropriate technology and materials.7.Reflection and RevisionContinuous improvement is a key aspect of instructional design. After delivering the instruction, educators should reflect on the effectiveness of their teaching strategies, student engagement, and learning outcomes. Reflection enables them to identify areas for improvement and make necessary revisions to optimize instructional design for future iterations.8.Evaluation and FeedbackLastly, the evaluation and feedback stage involves gathering feedback from students and stakeholders to assess the overall effectiveness of the instructional design. By soliciting feedback, educators can identify strengths and weaknesses in their teaching methods and make informed decisions to enhance future instructional design efforts.ConclusionEffective instructional design involves a systematic approach that encompasses several stages. By following the eight stages of teaching design, educators can create engaging and meaningful learning experiences that meet the needs of their students. Each stage plays a vital role in ensuring effective instruction and continuous improvement in teaching practices.。
教学案例英文评价范文_教学案例评价英文范文
教学案例英文评价范文_教学案例评价英文范文教学案例英文评价范文_教学案例评价英文范文教学案例英文评价范文篇一In the actual operation, we pay special attention to the implementation of process evaluation. Process evaluation is the formative evaluation, which refers to the evaluation of students' daily English learning in the learning process based on teacher evaluation, parental evaluation and mutual evaluation among student groups. It emphasizes people-oriented, in the learning process, attach importance to the students emotional attitudes, language knowledge, learning strategies, team spirit and the overall quality of the training, with incentive, synchronization and so on. According to the requirements of English curriculum evaluation, we encourage students to participate and experience the success of learning through theself-evaluation of team members, group leader evaluation, peer evaluation, teacher evaluation and formative evaluation and final evaluation. Specific implementation has the following three levels:First, the group within the assessment of individualsUse the "group member evaluation record form", to evaluate the students within the group, each class by the group's recorder is responsible for recording the team members of the award situation. Evaluation of the project can be adjusted in stages with the actual situation of the classroom, if the team evaluation is doing better, but also from four major aspects and 20 small observation points for detailed evaluation, such as forms: Second, the group of inter-groupUse the "group evaluation record form", record the group award situation.Through the unity and cooperation of the team members, work together, in the pre-class show, class cooperation in the exchange of reports display, feedback display part of the award-winning. Note that the number of students with poor learning to be relatively increased, so that students can mobilize the enthusiasm and initiative. Evaluation of the project with theexistence of students in the classroom to adjust the actual situation in stages.Evaluation of student group cooperation in a class, we can also from the following four aspects of the comprehensive evaluation of the group: First, the state of student activity. Students have a strong interest in self-learning initiative; learning atmosphere, democratic equality and interaction; mutual learning a clear division of labor, students with high enthusiasm and effectiveness. The second is the form of student activities. Students' activities are divided into individual, group, group, and so on, in a variety of forms, observation, thinking, cooperation and organic combination. It can also be used to learn and display the same content in different forms, such as the use of listening, speaking, reading, writing, acting, singing, and communication in a variety of forms of activity. Type can be used to learn and demonstrate the form of dialogue, but also can be compiled into songs, with action or expansion of the form of the sentence than the sentence, so that the rich forms of learning and cultivate the spirit of student innovation. Third, the participation of students. Students participate in a wide range of classroom activities, to participate in all thedifferent content of the show. Fourth, the learning effect of students. Students have the courage to show,Emotions, attitudes, values have been developed accordingly. Thinking depth, to reflect the knowledge of the internalization, reorganization and application, and the explicit effect is good.Of course, in order to mobilize students to compete in the classroom, the classroom in addition to the use of the above two evaluation methods, teachers can also create a blackboard on the blackboard evaluation column.The evaluation column designs various evaluation items and evaluation dimensions which are beneficial to students' learning and display, and real-time records show the winning situation of each group. T eachers secretly in accordance with a certain order so that the groups have the opportunity to showcase, so that equal opportunity to show winning, if the gap between the larger group, teachers timely adjustment, the basic guarantee of the group's award-winning situation not too much difference, The award-less group loses the chase of confidence. The evaluation items and dimensions of the evaluation board of the blackboard should be adjusted continuously accordingto the different stages, different performance or different problems of the students, and guide the students to improve their learning methods, strategies and contents so that students can make progress.Third, the development of evaluation (ie, evaluation system)"Basic Education Curriculum Reform (Trial)that the establishment of an all-round development of students to evaluate the system. Evaluation not only concerned about the academic performance of students, but also to discover and develop students' potential, to understand the needs of students in the development, help students understand self, build self-confidence.Evaluation system is a system of evaluation process, is the synthesis of student process evaluation, the students each time the reward is accumulated, is to record the accumulation of student development process.The implementation of the evaluation system, so that students see their continuous development, progress and improve, it will more stimulate student initiative, so that students receive a steady stream of learning motivation. The evaluation of integrated individual and group awards evaluationevaluation.In short, this "bundledco-demonstration and "bundledmulti-evaluation teaching strategies, to mobilize the enthusiasm of students to stimulate student interest in learning and curiosity, can improve student self-confidence in English learning to make progress.教学案例英文评价范文篇二Review of the school teaching and research this semester to do the work, I can work at ease, according to the school teaching department to develop research work plan to the new curriculum standards for the basic concept of guidance, from the standard start, purposeful, planned, T o carry out curriculum reform experiments to strengthen classroom teaching reform research to promote the promotion of the level of teaching and scientific research continues to improve. This semester mainly done the following work:1, with a keen eye to look at their teaching.Any great research comes from practice, all based on the study of a large number of facts. T eaching and research is no exception, the actual teaching of education, multi-angle, multi-level research, which is to carry out teaching and research work important basis. Many people are oftenmissing is found.In the actual teaching process, we will encounter a variety of problems, such as school and family society, school management, teaching and learning, new curriculum reform, which are teaching and research object, we can not turn a blind eye, But should use Octavia's vision to examine their own teaching, to observe, discover, solve problems, with the purpose of improving the quality of education and teaching to think, analyze and solve problems.2, individual research, case analysis, writing teaching papersUsually, I pay attention to the teaching theory of learning, from the side of the actual teaching of education to start, select the appropriate scope or direction of the study, the thematic research, give full play to their strengths and hobbies, strengthen student ability, this semester, The subject research "primary school mathematics stratification exercise experimental researchhas made some progress. At the same time, in the daily teaching work T eacher teaching research self - evaluation, Focus on strengthening the analysis of typical cases, teaching reflection, and actively write teaching papers, so as to improve the depth of teaching and research results,breadth and theoretical level. Write two papers this semester.3, solidly carry out the activities of disciplines; to guide the daily teaching of young teachers; lectures, assessment activitiesI can deepen the study of teaching theory, actively participate in the teaching and research activities of the school, solidly carry out the activities of the discipline group once a week; as a backbone teacher, can their valuable experience unreservedly passed on to young teachers to guide their daily teaching Work, although they set foot on the job only a few years, but in my careful guidance, they participated in the activities of young teachers, respectively, lesson activities and awards; I do a good job in their own work at the same time, Of the class more than 20 sections, to promote the growth of young teachers.A summary of the work of the comprehensive teaching and researchThe second semester of the xxxx-xxxx school yearTime flies, full and happy education and teaching work in tension and busy in a semester. This semester under the correct leadership of the school leaders, our comprehensive group of teachers to carry out teaching andresearch in-depth education reform work, from the students to cultivate the spirit of innovation and practical ability to start to improve the cultural quality and aesthetic ability of students to reform and optimize the classroom teaching process , Improve the efficiency of classroom teaching, better completion of the semester of teaching work.This semester, we have a comprehensive teaching and research group to carry out a series of disciplinary activities. We launched the music art, sports evaluation class. Mrs. snow on behalf of the school took part in the county's English quality class selection, and achieved good results.1, conscientiously implement the various tasks of conventional teachingThe whole group of teachers to seriously study and understand the school teaching work plan and the system requirements, implemented in practice. In the routine teaching inspection, lesson plans, preparation of full. The content is complete. Comprehensive group of teachers in the teaching process, infiltration of new ideas, through the new spirit, the use of new methods, each class has new discoveries and new progress. In the review stage, in accordance with the curriculum requirements, carefully developed testprogram. The whole group of teachers to listen to the task have reached the school requirements.2, the introduction of high-quality open classThis semester we have conducted several open classes, to 40 young people under the age of one per semester a public course. These open classes have been tried again and again, carefully prepared to focus on the collective wisdom of the whole group of teachers, so as to achieve good teaching results, also received peer praise, fully demonstrated our teaching and research group strong overall strength level. Student's personality is fully demonstrated and training, teacher-student interaction, interaction,Organizational interaction, environmental interaction, in a limited time, every student has been more adequate exercise and performance opportunities.Classroom is full of mobile sunshine, equality, harmony and communication coexistence, discovery, challenges and meditation in the classroom with no cold dark "dead corner". Thinking of the active, frequency of the flash point, so that students become the real master of the classroom.Third, add luster to the schoolOur teaching conditions are bitter, and our dedication is 100%. In addition to education and teaching work, the teaching and research group of this semester also helped the school leaders to do well in various competitions.For example, the county's cultural entertainment, large class activities competitions, science and technology activities. In order to the normal work of the school as a whole, each teacher in the completion of teaching work at the same time, hard working, and strive to complete the task.Of course, the entire teaching and research activities also have shortcomings, reflected in the following aspects: 1, teaching and research activities carried out not solid; our group arranged for teaching and research activities on Friday time, but because we are more complex teaching and research groups, and sometimes too many school affairs, too miscellaneous, and can not guarantee adequate teaching and research time. It is suggested that the school establish the system from the system to ensure the integrity and perfection of the education and teaching research.2, teaching and research group teachers are relatively young, the lack of teaching and research experience andprofessional theoretical guidance, vision is not open, narrow-minded, resulting in not comprehensive view, the idea is not deep enough. T o allow teachers to go out, more visits, more learning, broaden their horizons, pioneering ideas.教学案例英文评价范文篇三T eachers are a very pleasant career, Vietnam will be more in love with their own careers. When the two years of "Kids", this feeling is more and more profound. In 1990, when I walked out of the university gate, confidently boarded the podium, the face of both a pair of pure, eager, trusty eyes, a sense of responsibility arises spontaneously. When I use the patience and love to help children solve problems, so that they can be improved, can grow, I always have a farmer to face good harvest good years, the workers to produce qualified products that Le Zizi, Sweet feeling. I love teachers in this noble profession.First, do a high ideological and political teachersSince I participated in the work, has been working diligently in the school front line. Love the motherland, love the Chinese Communist Party, support the party's principles, policies, adhere to the four basic principles. Actively participate in political studies, studyMarxism-Leninism and build a socialist theory with Chinese characteristics, and comprehensively implement the "three representsof General Secretary Jiang Zemin and General Secretary Hu Jintao put forward the "adhere to people-oriented, establish a comprehensive, coordinated and sustainable development concept,Promoting the comprehensive development of economy, society and people ", and conscientiously study the party's theory, principles and policies, and constantly improve the ideological quality, and keep in line with the Party Central Committee on the understanding of the important thinking of the scientific outlook on development and the spirit of the 17th National Congress of the CPC. Conscientiously implement the party's education policy, loyal to the cause of socialist education, peace of mind their work, enthusiastic public service, unity and cooperation, due diligence.Mutual respect, mutual respect and respect for parents, care for and love of all students, strict requirements for students, patience to teach, not satire, sarcasm, in fact, the students, not the students do not care about the school, concerned about the collective, Insult, corporal punishmentor disguised corporal punishment of students, respect the characteristics of physical and mental development of students and education law. Consciously abide by the "professional ethics of teachers in vocational schools", teaching and educating people, set an example by example, decent style, behave, abide by the law and consciously abide by national laws and regulations, and consciously implement the rules and regulations and safeguard social morality.In education and teaching work, consciously abide by all the rules and regulations of the school, subject to work arrangements, complete the school education, teaching workload, and willing to assume the school assigned to other tasks. In education, teaching of the work areas, conscientiously perform their duties duties, a strong sense of responsibility. Conscientiously study business, rigorous and pragmatic; listen with an open mind and improve the work; the courage to forge ahead with innovation, to explore the laws of education, teaching, and constantly improve the level of business.And actively participate in teaching and research, teaching reform, research, and strive to improve their level of scientific research.Second, to do a research-based teachersI usually pay great attention to the teaching of basic skills training. I earnestly study the concept of modern education and teaching, and strive to study the business, and actively participate in the new curriculum reform, bold practice and innovation. I have taught computer network, computer infrastructure, NOVELL network structures, diskless network structures, FLASH, web design, C language, FOXBASE language, C ++, mechanical basis, mechanical drawing, tolerance and cooperation, chemical engineering, mechanical principle , Especially the computer courses, I am familiar with the teaching materials, grasp the heavy and difficult teaching materials, advanced teaching methods and strong teaching and research ability, the flexibility to create the use of teaching materials, I enthusiastically put into the computer teaching. In 2007, Luo Wei, a student from Hubei Province, won the third prize in the Animation Competition of Hubei Province Secondary Vocational School Student Skills Competition. In the same year, Xiang Weichui and Mei Bikui were awarded the first prize of Beida Jade Bird Web Design Competition. In 2008 by my counseling students Gao Huyou, Chen Xinzhong toparticipate in Hubei province vocational skills contest animation competition award, student Ding Shengjun to participate in Hubei province vocational skills contest campus network construction competition excellent award. 2008 Hubei Beida Jade Bird Web Design Competition, won the first prize of a; second prize of a; third prize of a; creative award one; three outstanding awards. In 2009, I participated in the Jingzhou City Secondary Vocational School Computer Student Skill Competition and the Hubei Province Trials, which participated in the "Website Construction", "Animation Productionand "T ext Entry". A total of nine first prize in the seven and two second prize and the total score of the first group of outstanding achievements. Students and in the same year in Xiaogan to participate in Hubei Province in vocational skills contest students Chu Juan won the second prize in the animation group.In the past five years, in order to continuously improve their own quality, I walked into the network, the network has its own QQ space, where I speak freely, wrote a lot of articles about the teacher experience, teachers, students, parents praise . I believe that Xuehai knows noboundaries, teach the boundless, the only ground is the shore it!Third, to do a new concept of teachersA new round of vocational education reform has been in the city to open in full, I earnestly study the concept of the new curriculum, based on changing the concept of education, combined with their own teaching disciplines, and actively explore effective teaching methods. In the computer network class, I assiduously study, the courage to explore, the knowledge and student life together, the computer teaching and social practice together, and strive to construct an open and dynamic computer teaching classroom, while focusing on student discovery, guidance Students learn to learn Class collective, is a healthy growth of students fertile soil. I believe that the truth into, will create a warm class. Since taking part in the work, I served as a 10-year class teacher, I taught my class, as a family, teachers and students, are a member of the family. In order to optimize the class management, to create a warm and harmonious family, I racked their brains. First, the creation of an important environment for optimization, highlighting the central position of the students, so that stude nts master the class.Then, give full play to the main role of students, the implementation of "class cadre election", selection and training part of the strong sense of responsibility, the ability to work as a class cadre. This will reduce the burden of the class teacher, but also exercise the ability of the students. While doing a good job in class management, I also continue to develop entertaining, rich and colorful sports activities, so that students get the talent show, collective pride can be enhanced. With the concerted efforts of my classmates and students, the red flag of hygiene, attendance and discipline flowed all the time in our classroom, and our classes achieved good results in various activities. T o this end, I was in March 2007 was named outstanding "class teacher", two examinations for the outstanding. In the students, I particularly care for children left behind. With such a harmonious, united class, because my class teaching results every semester exam are among the best, many students in my class won the provincial and municipal computer game awards, such as: Mei Liankui, Xiang Changwei, Ding Shengjun, Gao Huyou, Chen Xinzhong, Zuo Yuling, Chen Ping, T an Qiong, Wang Hefang, Li Longhui, Liu Qing, have been the trust ofparents, leadership recognition.。
对英语老师的评价英文
对英语老师的评价英文教师在自己的心中是一个怎么样的存在？我们要怎么用英语写出来评价呢?下面是我为大家带来范文，坚信对你会有协助的。
对英语教师讲课的评价篇一Teaching evaluation is to improve the teaching, to promote learning, to promote the development of teachers as the goal, through the analysis of teachers teaching behavior of the information on the value of teaching teachers to judge. Classroom teaching evaluation refers to the organization, management, evaluation and related factors of classroom teaching activities. It is the analysis and evaluation of the classroom teaching effect and the elements of the classroom teaching process. It is an integral part of the complete teaching. Promote the quality of classroom teaching, and promote the development of teachers has an irreplaceable role.Classroom teaching is the main front of English teaching, the evaluation into the classroom, making it an important part of teacher control classroom, after all, a good way to manage the classroom. On the one hand, the content of English teaching is updated, the teaching methods are changed, the modernization of teaching methods promotes the evaluation theory, evaluation methods, methods and contents. On the other hand, evaluation reform provides good guidance for teaching,Teaching reform.The evaluation of students is the focus of teaching evaluation. The concept, purpose, content, standard, method and means of evaluation all have profound influence on teaching, and it has a great guiding effect on teaching activities. Proper evaluation activities can promote the students academic progress and personality formation positively.First, the design of classroom teaching evaluation ideas1. Student-centeredIt emphasizes the respect of students personality and individuality, encouragement of discovering, learning, teaching and learning. It also emphasizes on the students learning status and emotions, and emphasizes the embodiment of students subjective status in the teaching process. Explore and question, in order to cultivate students innovative spirit and practical ability. Stressing the Core Idea of Curriculum Reform in Elementary Education -Taking Students Development as the Basis.2. Evaluation of teaching and evaluation combinedClassroom teaching is the process of teachers organization taking pictures to students for effective learning, which is the process of teachers and students interacting and interacting with each other to achieve specific development goals. Evaluation of teaching, the establishment of teachers to continuously improve the evaluation system,so that it is conducive to improving the quality of teaching a large area. Evaluation, the establishment of evaluation of student learning status and learning effectiveness of the evaluation system, to a specific evaluation of the teaching effect. Evaluation of classroom teaching should focus on evaluation, in order to promote teachers to change their ideas and improve teaching.3. Reflect the opennessClassroom teaching has a rich connotation, students, teachers, teaching conditions, so that classroom teaching situation ever-changing. Determine the classroom teaching evaluation index system, it is necessary to reflect the general characteristics of classroom teaching, but also for different conditions of classroom teaching leave room for flexibility. Promote innovation, encourage individualized teaching.4. Adhere to the feasibilityFeasibility is the prerequisite for the implementation of evaluation. The teaching evaluation index system should accord with the reality of the classroom teaching reform. The evaluation standard is the expectation goal, but it must be achieved under the present condition, in order to exert the stimulating function of the evaluation: the evaluation points must be observable, , Measurable, easy to judge who to judge: evaluation methods to focus on qualitative evaluation and comprehensive judgments, and strive to simple, easy to operate.Second, the principles of classroom teaching evaluationIn the evaluation of classroom teaching, teachers are not only the object of evaluation but also the subject of evaluation, which determines the multi-directional evaluation characteristics of subject and object of classroom teaching evaluation. Due to the dynamic nature of classroom teaching itself, classroom teaching evaluation should generally follow the following principles:1. Developmental principlesEvaluation to promote the development of classroom teaching evaluation should also follow the principle of development, the evaluation point to the improvement of teaching methods, teaching design optimization, pointing to the development of students and teachers professional development.Therefore, the evaluation should reduce the screening, identification and reward and punishment functions, highlighting the diagnosis and promote function. The evaluation should not only pay attention to the achievement of classroom teaching objectives, but also pay more attention to teachers progress in all aspects of classroom teaching and the professional development embodied by teachers in classroom teaching. The development of evaluation requires the classroom teaching evaluation must highlight its process characteristics, must highlight the teacher in the classroom evaluation of the main role.2. The principle of teacher subjectivityThe subjectivity of teachers in classroom evaluation is embodied in two aspects. First of all, the assessment is more of a teachers personal behavior, rather than an administrative act. Teachers must master the skills of classroom evaluation, the classroom evaluation into the normal classroom teaching, enhance the reflective teaching and research. In addition, teachers should participate in the development of classroom evaluation index system, each teacher must be clear evaluation of the objectives and requirements, to master the basic operation skills evaluation.3. The process of the principle of classroom teaching evaluation of the process of performance evaluation is not only the evaluation of teaching effectiveness, but also the evaluation of the process; evaluation is not only occurred after the end of teaching, but also occurs in teaching design and teaching the entire process of implementation Evaluation is not only concerned with the results, but also concerned about the behavior of teachers and students in teaching performance; evaluation is not a one-time behavior, but the continuity of behavior throughout the teaching is always.4. The principle of pluralismPluralism is manifested in the pluralism of the appraiser, the diversity of the evaluation methods, the diversity of the evaluation contents and thediversity of the analytical methods. Evaluation of classroom teaching should not only have expert evaluation, leadership evaluation, peer evaluation and student evaluation, but also have teacher self-evaluation; evaluation should use the evaluation scale evaluation, should also increase dialogue, discussion evaluation; Objectives, plans, implementation and effectiveness, while paying attention to input factors; evaluation results both quantitative analysis, but also a qualitative analysis.Third, classroom teaching evaluation meansIn addition to classroom observation, classroom teaching evaluation, interviews, teaching diaries, questionnaires, classroom tests are also commonly used in classroom teaching evaluation methods. The interview includes the teachers discussion and the students discussion. The teaching diary records the teachers classroom teaching description and the reflection; The questionnaire survey uses in the classroom to survey the student to the classroom teachings view and the improvement opinion, simultaneously understands the student participation degree and feeling in classroom activity.下页带来更多的对英语教师的评价英文对英语教师讲课的评价篇二1, teacher voice standards, give students an exemplary role. Basic solid foundation of English, teaching state friendly nature.2, clever use of language description and questioning, etc. to create a situation, so that students into the scene of emotion, to be infected, and a positive attitude into learning.3, the teachers question, effectively stimulate the students interest in learning and thirst for knowledge, so that students without psychological pressure in the case of autonomy to participate in learning, leaving students the space to show the full personality and ability, and teachersWell played a leading role.4, Throughout the whole class, students enthusiasm for learning, teachers and students interaction is good, with understanding, and achieved good learning results.5, the teaching activities is a combination of words, phrases, sentences teaching activities, teachers focus on students listening, speaking, reading, writing a variety of skills training, effectively improve the students comprehensive English ability, while teachers solid Teaching skills have also been reflected incisively and vividly.6, the teacher in the teaching process firmly grasp the attention of the students, seize the opportunity to carefully create the teaching highlights, the classroom teaching to a climax, so that students reached the high mood, mental stimulation of the positive state.7, teachers in the implementation of this lesson teaching, teaching purpose clear, heavy and difficult to highlight the flexible teaching ofscience, lectures clear thinking, good at mobilizing the enthusiasm of students to learn, classroom control ability.8, the students full of activities, participation in a wide range, high enthusiasm, fully embodies the spirit of the new curriculum reform, teachers and students fully interactive teaching model vividly illustrates the student as the main body of the advanced teaching philosophy.9, in the teaching of the whole class from beginning to end infiltration of moral and humanistic thinking; English teachers excellent quality, always reflect the English teaching new ideas and new ideas, firmly grasp the essence of English learning - with secondary schools.10, the lesson of the wonderful teaching is to mobilize the enthusiasm of the students to learn, activate the students thinking. Teachers are good at coaching, guidance, to stimulate students interest in learning, so as to promote the students into the state of positive thinking, for the wonderful teaching of this section of the classroom made full preparations.11, the classroom teachers full of enthusiasm, the best mood and high teaching enthusiasm infected students, to mobilize the teaching atmosphere, so that students in the psychological resonance, into the best learning state, the teaching effect is remarkable.12, the teacher accurately grasp the direction of the suspect set, set the students interested in the issue, to fully mobilize the interest of studentsto learn, so that students enter a positive state of mind.13, cleverly designed teaching tasks, reproduction of life scenarios.对英语教师讲课的评价篇三This is a concept of correct, cleverly designed, rich activities, the outstanding results of outstanding competition course. This lesson fully embodies the student-centered teaching ideas. This class mainly reflects the following characteristics:1, the real clever teaching design__x teachers naturally and cleverly expand the topic of this lesson, the classroom teaching from the outset into the real communication scene, the formation of an active classroom atmosphere. Students gain a sense of success by being able to communicate with teachers in a way that they are familiar with, and are excited to help teachers through communication, thus multiplying their self-confidence in learning. At the same time in the next teaching, teachers grasp the difference between teachers and students of information, so that students under the guidance of teachers, both for the actual exchange, and practice and master the language structure and usage.2, student-centered teaching arrangementsIn this lesson, __x teacher arranged a variety of student activities, including individuals, two people, groups and class, instructor, also need students to complete an independent or cooperative. Activities haveclear objectives and requirements, and can be arranged in a certain context and scenarios, highlighting the students to do things in English and the ability to communicate in English, embodies the idea of communicative language teaching. Evaluation of the success of a lesson, the main students should see the degree of participation in the activities of the students the effectiveness of verbal communication, and students in the learning of the emotions shown, the spirit of cooperation and learning and communication strategies such as the development. In this class, students can actively participate in the discussion and the activities of large, and free to play space, good teaching effect. Teachers in the teaching activities, pay attention to their role in the conversion and control, in inspiration and demonstration, to leave enough time for students, so that students strive to practice and show themselves. In addition, the activities of this class of relaxation of the arrangement, live without chaos; the same time, teachers can accept the ability of students and performance conditions to adjust the activities of the arrangements and teaching requirements, showing the teachers strong teaching and teaching organizational capacity , Embodies the student as the mainstay, the teacher as the instruction principle.3. Good teaching quality__x teachers in the teaching performance of the higher teaching quality.The first is a good teaching language expression, voice, intonationnatural, clear, emphasizing moderation; followed by physical language in the teaching of the use of very good, able to attract the attention of students, secondary teaching effectiveness; there is a feature of students thinking active , Classroom teaching capacity is bigger; Teaching rhythm master properly. These are inseparable from the teachers own high quality and the usual efforts and accumulation, because the teachers of each lesson is their overall level of comprehensive display.对英语教师的评价英文。
孩子的评价手册家长的自我评价简短
英文回答：As parents， I think it plays a very important role in the children ' s evaluation manual。
We should fully acknowledge and encourage the progress and achievements of our children in terms of education and integrity。
We must also objectively evaluate and give the right guidance and assistance to their shorings and mistakes。
In evaluating children， we should not exaggerate and ignore shorings。
We should maintain goodmunication with schools and keep abreast of children ' s performance and needs in order to make more accurate andprehensive evaluations。
In this way， children are helped to develop the right vision of life and values and to promote their healthy growth。
作为父母，我认为在孩子的评价手册中发挥着非常重要的作用。
我们应该全面肯定和鼓励孩子在学业和品德方面取得的进步和成就。
对于他们的不足和错误，我们也要客观地评价并给予正确的指导和帮助。
在评价孩子时，我们不应夸大优点，也不应视而不见缺点。
我们应该与学校保持良好的交流，及时了解孩子在学校的表现和需求，以便做出更准确和全面的评价。
一年级学业发展水平评价自我评价简短
一年级学业发展水平评价自我评价简短In the first grade, evaluating and assessing one's own academic development level is important for self-reflection and improvement. Being able to self-assess allows students to identify their strengths and weaknesses, set goals, and develop strategies to enhance their learning abilities. Self-evaluation also fosters a sense of responsibility and ownership over one's education.在一年级，评估和评价自己的学业发展水平对于自我反思和提高非常重要。
能够进行自我评估使学生能够识别自己的优势和劣势，设定目标，并制定策略来增强学习能力。
自我评估还培养了对自己的教育负责和所有权的意识。
To begin with, a crucial aspect of self-evaluation is recognizing one's achievements. As a first-grade student,it is important to celebrate accomplishments in different subject areas. For example, it could be receiving a high score on a spelling test or successfully completing a math assignment. Acknowledging these successes boosts confidence and motivates further efforts towards learning.自我评估的一个重要方面是认识到自身的成就。
integration of teaching evaluation
integration of teaching evaluationTeaching evaluation is an integral part of any educational institution, and its importance cannot be overstated. It plays a crucial role in enhancing the quality of teaching, improving the learning environment, andfostering a culture of continuous improvement. In this article, we will explore the integration of teaching evaluation into the daily operations of an institution, with an emphasis on its benefits and implementation strategies.Teaching evaluation provides valuable feedback to teachers, allowing them to identify areas that require improvement and to adjust their teaching methods accordingly. This feedback also helps to create a culture of continuous improvement among teachers, encouraging them to constantly strive for excellence. Additionally, teaching evaluation plays a key role in enhancing the overall quality of education by promoting a more student-centered approach to teaching.Implementing teaching evaluation requires a clear plan and consistent effort from all stakeholders, including teachers, students, and administrators. Here are some key steps to consider:a. Develop a set of evaluation criteria that are tailored to the institution’s specific needs and goals. Thesecriteria should be objective and measurable, and should take into account various aspects of teaching, such as curriculum design, classroom environment, and teacher-student interaction.b. Conduct evaluations regularly, such as at the end of each semester or term. This will provide teachers with timely feedback and allow them to make adjustments in their teaching methods before it’s too late.c. Involve students in the evaluation process, as they are the ultimate beneficiaries of a good education. Encourage them to provide constructive feedback on their learning experiences and to identify areas that require improvement.d. Use the evaluation results to inform decision-making and provide teachers with opportunities to improve their practice. For instance, schools can use the data to identify high-performing teachers and provide them with additional resources and support, while also identifying areas that require attention for other teachers.3. Collaborating with TeachersCollaboration with teachers is key to the success of teaching evaluation. Administrators should provide teachers with regular feedback on their performance and offer support and guidance when necessary. This will help create a culture of mutual respect and trust, where teachers feel empowered tomake improvements and are encouraged to share their expertise and experience with one another.4. Encouraging Feedback from Students and ParentsStudents and parents are key stakeholders in the education system, and their feedback on the quality of teaching is invaluable. Schools should encourage students and parents to provide constructive feedback on their learning experiences and to offer suggestions for improving the teaching quality. This will help create a culture of transparency and accountability, where everyone is investedin the success of the institution.5. Using Technology to Enhance Evaluation ProcessesTechnology has revolutionized the way we evaluate teaching quality, making it easier and faster to collect, analyze, and share data. Automated tools can help streamline the evaluation process and reduce the burden on stakeholders. These tools can provide real-time feedback on teacher performance, allowing schools to make informed decisions quickly.In conclusion, integration of teaching evaluation into an institution’s daily operat ions is essential for enhancing the quality of teaching, improving the learning environment, and fostering a culture of continuous improvement. By implementing a clear plan, involving all stakeholders,collaborating with teachers, encouraging feedback from students and parents, and using technology to enhance the evaluation process, schools can achieve their goals and ensure that their students receive the best possible education.。
国家开放大学人文英语3学习行为评价范文
国家开放大学人文英语3学习行为评价范文全文共3篇示例，供读者参考篇1National Open University Humanities English 3 Learning Behavior EvaluationIntroductionThe National Open University offers a wide range of courses to cater to the diverse educational needs of students. One such course is Humanities English 3, which aims to improve students' English language skills and enhance their understanding of literature and culture. In this evaluation, we will assess the learning behavior of students enrolled in this course and provide feedback on their progress.Attendance and ParticipationOne of the key indicators of a student's commitment to learning is their attendance and active participation in class. Students are expected to attend all lectures and tutorials, as well as actively engage in discussions and group activities. Regular attendance demonstrates a student's dedication to their studiesand allows them to benefit from the knowledge and expertise of their instructors.In Humanities English 3, students have shown excellent attendance and participation levels. They show enthusiasm for the subject matter and are eager to learn and improve their English language skills. Students are actively involved in group discussions, presentations, and debates, which has helped them develop their communication and critical thinking abilities.Assignments and AssessmentsAnother important aspect of learning behavior is the completion of assignments and assessments. In Humanities English 3, students are required to complete a variety of tasks, including essays, quizzes, and exams. These assignments are designed to test students' understanding of the course material and their ability to analyze and interpret literary texts.Overall, students have performed well in their assignments and assessments. They demonstrate a good grasp of the course content and show a strong ability to communicate their ideas effectively. Students have also shown improvement in their writing skills, particularly in their ability to structure essays and provide textual evidence to support their arguments.Feedback and ReflectionFeedback and reflection are essential components of the learning process. In Humanities English 3, students receive regular feedback on their assignments and assessments, as well as opportunities to reflect on their learning progress. This feedback allows students to identify areas for improvement and make adjustments to their learning strategies.Students have shown a positive response to feedback and have demonstrated a willingness to learn from their mistakes. They actively seek out advice from their instructors and peers and are open to constructive criticism. Students also take the time to reflect on their learning experiences and consider how they can apply their new knowledge and skills in future contexts.ConclusionIn conclusion, the students enrolled in Humanities English 3 have displayed exemplary learning behavior throughout the course. They have demonstrated a strong commitment to their studies, shown active participation in class activities, and performed well in their assignments and assessments. Feedback and reflection have been integral to their learning process, allowing students to identify areas for improvement and make progress towards their academic goals. Overall, students haveshown a high level of engagement and dedication to their learning, which bodes well for their future success in the course.篇2National Open University Humanities English 3 Study Behavior EvaluationIntroductionIn the course of studying English 3 in the National Open University, there are certain study behaviors and strategies that students are expected to adopt in order to achieve success in the course. This evaluation aims to assess the study behaviors of students in the Humanities English 3 course and provide feedback on areas of improvement.Time ManagementEffective time management is crucial for success in any course, including English 3. Students are expected to allocate sufficient time for studying, completing assignments, and reviewing course materials. It is important that students prioritize their tasks and create a study schedule that allows for ample time to work on assignments and prepare for exams.Participation and EngagementActive participation in class discussions, group activities, and online forums is essential for a comprehensive understanding of the course material. Students are encouraged to engage with their peers and instructors, ask questions, and contribute their own ideas and perspectives. This not only enriches the learning experience but also helps in retaining information and developing critical thinking skills.Self-directed LearningSelf-directed learning is a key component of success in the Humanities English 3 course. Students are expected to take responsibility for their own learning, seek out additional resources, and proactively seek help when needed. This includes reviewing course materials independently, practicing language skills outside of the classroom, and seeking feedback on their work.Critical Thinking and AnalysisThe Humanities English 3 course requires students to engage in critical thinking and analysis of complex texts and ideas. Students are expected to analyze and evaluate arguments, identify key themes and concepts, and apply critical thinking skills to interpret and respond to course materials. It is importantfor students to develop their analytical skills and approach course content with a critical lens.Communication SkillsEffective communication skills are essential for success in the Humanities English 3 course. Students are expected to communicate clearly and effectively in both written and verbal forms, whether it be in assignments, presentations, or class discussions. It is important for students to practice and refine their communication skills throughout the course.Feedback and ReflectionFeedback and reflection are important tools forself-improvement and growth. Students are encouraged to seek feedback from their instructors and peers, reflect on their own strengths and weaknesses, and set goals for improvement. It is important for students to actively engage in reflection and use feedback to enhance their learning experience.ConclusionIn conclusion, the evaluation of study behaviors in the National Open University Humanities English 3 course highlights the importance of time management, participation and engagement, self-directed learning, critical thinking and analysis,communication skills, and feedback and reflection. By adopting these study behaviors, students can enhance their learning experience, improve their academic performance, and achieve success in the course.篇3National Open University Humanities English 3 Learning Behavior EvaluationIntroductionThe National Open University, a leading institution in distance education, offers a variety of courses to students from different backgrounds. One such course is the Humanities English 3 course, which focuses on developing students' language skills and cultural awareness through studying various texts and topics. In this document, we will evaluate the learning behavior of students in the course and provide feedback on their progress.Attendance and ParticipationAttendance and participation in class are essential for students to fully engage with the course material and interact with their peers. Students who regularly attend lectures, participate in discussions, and ask questions demonstrate a highlevel of commitment to their studies. Active participation in class activities not only helps students understand the material better but also promotes a sense of community among their peers.Homework and AssignmentsCompleting homework and assignments on time is another important aspect of learning behavior. Students are expected to read the assigned texts, complete writing exercises, and submit their work by the given deadlines. Meeting these expectations shows that students are dedicated to their studies and take their academic responsibilities seriously. Additionally, completing assignments allows students to practice and improve their language skills, which is essential for their overall progress in the course.Critical Thinking and AnalysisOne of the goals of the Humanities English 3 course is to develop students' critical thinking and analytical skills. Students are encouraged to think critically about the texts they read, analyze different perspectives, and form their own arguments. Engaging with the material in a thoughtful and reflective manner is crucial for deepening students' understanding of complex ideas and concepts. Furthermore, developing critical thinkingskills will help students become better communicators and problem solvers in the future.Collaboration and CommunicationCollaboration and communication are key skills that students should cultivate in the Humanities English 3 course. Working together on group projects, sharing ideas with classmates, and communicating effectively both in writing and verbally are essential for academic success. Students who engage in meaningful discussions, listen to others' perspectives, and provide constructive feedback to their peers demonstrate strong collaboration and communication skills. These skills are not only important for academic achievement but also for success in the workplace and in life.Self-Reflection and GrowthSelf-reflection is an important aspect of learning behavior that allows students to assess their progress, identify areas for improvement, and set goals for the future. Students who engage in self-reflection regularly can better understand their strengths and weaknesses, adapt their study strategies, and strive for continuous growth. Taking the time to reflect on one's learning journey enhances motivation, self-awareness, and self-regulation, which are essential for achieving academic success.ConclusionIn conclusion, the evaluation of students' learning behavior in the Humanities English 3 course reveals the diverse and dynamic ways in which students engage with the material, interact with their peers, and develop their language skills. By recognizing and appreciating the various dimensions of learning behavior, we can provide students with the support and guidance they need to thrive in their academic endeavors. Moving forward, we encourage students to continue to demonstrate commitment, dedication, and a growth mindset in their studies, as these qualities are essential for success in the course and beyond.。
教学反思万能模板全英文
---Teaching Reflection Template1. Introduction- Date of the Class: [Insert Date]- Subject and Grade Level: [Insert Subject and Grade Level]- Classroom Environment: [Brief description of the classroom setting]2. Lesson Overview- Objective(s): [State the main objective(s) of the lesson]- Teaching Methods Used: [List the teaching methods and strategies employed]- Materials Used: [List the materials and resources used]3. Student Engagement and Participation- Student Participation: [Discuss the level of student engagement and participation]- Challenges Faced: [Identify any challenges encountered with student engagement]- Student Feedback: [Include any student feedback or observations]4. Instructional Effectiveness- Strengths: [Identify what went well in the lesson]- Weaknesses: [Discuss areas that could be improved]- Feedback from Peers/Colleagues: [Include any constructive feedback received]5. Assessment and Evaluation- Assessment Methods Used: [Explain the methods of assessment used]- Student Performance: [Discuss the performance of the students]- Areas for Improvement in Assessment: [Identify any areas that need improvement in the assessment process]6. Time Management- Time Spent on Each Activity: [Discuss how time was allocated to different activities]- Classroom Routines: [Reflect on the effectiveness of classroom routines]- Areas for Improvement in Time Management: [Identify any areas where time management could be improved]7. Personal Reflections- What I Learned: [Reflect on what you learned from the experience]- Personal Development: [Discuss any personal development goals met or areas for growth]- Next Steps: [Outline the steps you plan to take to improve future lessons]8. Conclusion- Overall Evaluation: [Summarize your overall evaluation of the lesson]- Final Thoughts: [Share any final thoughts or insights]---Feel free to adjust the template to fit the specific needs of your teaching context and reflection.。
英语教师培训心得体会的创意题目
英语教师培训心得体会的创意题目Title: Unveiling the Magic of English Teaching: A Reflection on Teacher TrainingIntroduction:English teaching is a dynamic field that requires continuous learning and development on the part of the teacher. In order to enhance our skills and enhance the quality of our teaching, attending teacher training programs is essential. This article aims to discuss my experiences and insights gained from a recent English teacher training program and how it has transformed my teaching approach.1. Pre-training preparation:Before attending the training program, it is crucial to have a clear understanding of one's strengths and weaknesses as an English teacher. This self-assessment helps in identifying areas that need improvement and serves as a basis for setting personal goals for the training program.2. The importance of continuous professional development:One of the key takeaways from the training program was the emphasis on continuous professional development. English language teaching is a constantly evolving field, and it is essential for teachers to stay updated with the latest teaching methodologies, classroom techniques, and resources. Engaging in continuous professional development not only helps teachers stay relevant but also enhances their teaching effectiveness.3. Exploring innovative teaching strategies:The training program provided a platform for exploring innovative teaching strategies that can make the English language learning experience engaging and interactive for students. Techniques such as project-based learning, gamification, and blended learning were discussed and demonstrated, and their practical implementation in the classroom was encouraged. These strategies not only make the learning process enjoyable but also cater to the diverse learning needs of students.4. Building a learner-centered classroom:The training program emphasized the importance of creating a learner-centered classroom environment. This involves shifting the focus from the teacher to the students, making the learning process more student-driven and incorporating activities and tasks that promote active participation and critical thinking. Through the training, I realized the significance of giving students autonomy in their learning journey, fostering a sense of ownership, and creatinga supportive and inclusive atmosphere.5. Effective use of technology in English teaching:Technology has revolutionized the field of education, and the training program highlighted the benefits of incorporating various digital tools and resources into English language teaching. From online forums and discussion boards to interactive websites, there are numerous possibilities for utilizing technology in the classroom. The training program provided hands-on experience with different technological tools and showcased their potential in enhancing teaching practices and student engagement.6. Reflective teaching and evaluation:Reflective teaching was another key aspect emphasized during the training program. It is essential for teachers to regularly reflect on their teaching practices, evaluate the impact of their instructional approaches, and make necessary adjustments based on student feedback and outcomes. Through self-reflection and peer feedback exercises, the training program encouraged a continuous cycle of improvement and growth.7. Peer collaboration and networking:Attending a teacher training program provides a unique opportunity to collaborate and network with fellow educators. The training program facilitated group discussions, workshops, and collaborative projects, allowing participants to share their experiences, challenges, and innovative ideas. Collaborating with other teachers from diverse backgrounds broadened my perspectives and provided valuable insights into different teaching approaches.Conclusion:Participating in a teacher training program has been a transformative experience that has enriched my teaching practice. Beyond acquiring new skills and knowledge, it has allowed me to reflect on my teaching methods, reframe my approach, and strive for continuous professional development. Investing in teacher training is vital to ensure the effective delivery of English language education and the positive development of our students' language abilities. The journey of becoming a better English teacher never ends, and attending training programs plays a significant role in this pursuit.。
《小学英语教学评价》课件
CATALOGUE
目录
Evaluation of Extracurricular Activities in Primary School EnglishThe impact of teaching evaluation on teaching quality
Overview of Primary School English Teaching Evaluation
Specific indicators
The enthusiasm and frequency of students participating in classroom activities
Students' interest and enthusiasm for learning English
Learning outcomes
Feedbackห้องสมุดไป่ตู้and suggestions
Follow up assessment
The impact of teaching evaluation on teaching quality
Specific indicators
Evaluation of Extracurricular Activities in Primary School English
04
Resource allocation
Assess the allocation of human, material, and financial resources for the event
Student engagement
Observe and assess how the students are engaged during the activity
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Reflection the Evaluation of Basic Education in China作者：LI Shangwei PENG Danping来源：《Cross-cultural Communication》2012年第06期AbstractEvaluation of basic education is to evaluate its quality，which ought to be fundamental，humanistic，just and developmental.At present，because of some unhealthy trends during evaluate the basic education，such as absolutization，leadership-based，subjectivism and utilitarianism，it is necessary to reflect and seek the future of basic education’s evaluation in China.Key words：Basic education；Evaluation；OrientationLI Shangwei，PENG Danping（2012）.Reflection the Evaluation of Basic Education in China.Cross-Cultural Communication，8（6），-0.Available from：http：///index.php/ccc/article/view/c.1923670020120806.1477DOI：http：///10.3968/c.1923670020120806.1477.“Basic education”in this paper includes preschool，elementary and high school.As an important aspect of instructional activity in basic education and a main theoretical problem of educational research，evaluation is concerned bymore and more scholars at home and abroad.Reflecting the evaluation of basic education will promote the reform of evaluation and exam system of basic education and enhance its effectiveness in China.1. THE PECULIARITY OF BASIC EDUCATION EVALUATIONAt present，there are various ideas on how to define“evaluation of basic education”.As for me，it is a process of value judgment，and value growth which can improve the quality of basic education.Differentiating from the other educational evaluations，evaluation of basic education ought to be fundamental，humanistic，just and developmental.1.1 Fundamentality Is the Starting Point of Evaluation of Basic EducationBecause basic education is the base or foundation of higher education，“fundamentality”ought to be considered as the premise of evaluation，and wemust evaluate whether and how basic education meets the fundamental needs of personal and social development.On the one hand，evaluation ought to takeon whether and how basic education enhances the basic quality of the educated，including basic knowledge and skills，moral quality and aesthetic quality.On the other hand，evaluation ought to show us whether and how basic education plays fundamental role in social，national existence and development，such as spiritual and material civilization.1.2 Humanity Is the Core of Evaluation of Basic EducationHumanistic ideas have a long history.With the emergence of modern humanism theory，humanistic value has become an important field of value theory.In my opinion，humanistic value is the internal value of basic education and evaluation ought to reveal the humanistic value.That is，evaluation presents not only personal value such as free development of individual subjectivity，but also cultural value including truth，virtue and beauty of humankind.“Human”and“culture”are both the key content of evaluation of basic education.1.3 Justice Is the Guarantee of Evaluation of Basic EducationSome scholar considered that justice includes the substantial justice and the procedural one（CHEN，2002）.The former means that the rules and standards themselves are correct and scientific，which is the content of justice；the latter is to fairly and consistently carry out the rules and standards.The justice of evaluating basic education ought to include the following two sides.In the first place，we should insist on procedural justice of evaluation，which means to perform the assessing standards strictly，consistently and flexibly.In the second place，evaluation standards should be authentic and reasonable.At present，the evaluation system has been set up；however，its operability and effectiveness ought to be improved.1.4 Development Is the Terminal Point of Evaluation of Basic EducationDevelopment is the essential characteristics of modern educational evaluation.It is the ultimate purpose of evaluation of basic education to motivate the students，the teachers and the schools grow and develop smoothly.First of all，since the student is one subject of basic education，learning evaluation should further the development of the students which includes the subjectivityand all-round development.Next，because the teacher is not only the subject but also the leader of education and instruction，teaching evaluation should be scientific and humanistic（LI，2008）which ought to enhance the enthusiasm，self-reflection and instructional abilities.Then，school is a place and the subject of implementing educational activities，so schooling evaluation is in favor of increasing the quality，efficiency and unique feature.2. The Main Problems of Basic Education Evaluation in ChinaFor the past few years，Chinese scholars have paid much attention to evaluation of basic education.However，there are various problems in the evaluating process such as absolutization，leader-based，subjectivism and utilitarianism，etc..2.1 Evaluation Idea Is Absolute and OppositeInfluenced by the traditional ideas which all are divided into“subject”and “object”，the evaluators usually stick to thinking mode of“one or the other”and“dual opposition”，that is，oppose“knowledge”against“ability”，“process”against“result”，“award”against“punishment”，“generality”against“personality”，“teaching”against“learning”，etc..The result is that attends to one thing and loses another，and brings about one-sidedness，subjectivity and utilitarian of evaluation conclusions.2.2 Evaluation Subject Is Leader-BasedIn reality，evaluation has been the exclusive right of some educational managers and leaders in China，the teacher and student is only the evaluated. In reality，the leaders are the absolute and ultimate authority of evaluation of basic education in some schools and regions of China，so the teachers only have right of teaching and have no right of stating their ideas in teaching evaluation，which usually leads to evaluation to be short of reality，and hinders the teacher’s teaching zeal，increase of teaching quality and professional development；the students have only learning right and no speaking right in learning evaluation，and they are merely the registers of the achievement portfolio and not the subject of growth，the result of which is that performance evaluation neither promotes the all-round development nor enhances their enthusiasm of learning and cultivates the perfect personality，and in the end impedes the healthy growth of the students.2.3 Evaluation Process Is SubjectiveDuring30-year reform and opening up，the evaluation system and standards have been set up.However，some evaluators usually forget or abuse thestandards in the process of evaluation.For example，some managers，irrespective of the evaluation standards and educational discipline，only judge “true”or“false”，“good”or“bad”of the teaching of the teachers and the learning of the students according to their own will and need；Some leaders maltreat the standards in evaluation such as reducing or enlarging the applied scope of the standards，and cannot adjust measures to local conditions due to misunderstanding the evaluation criteria.2.4 Evaluation Purpose Is UtilitarianIn China，some evaluators now excessively think much of utilitarian purpose such as enrollment quotas，control，reward or punishment and selection.To begin with，some evaluation is outcome-oriented，which means that the evaluators attach importance to test score and rates of admission into tertiary schools.For instance，scores and numbers into higher schools are regarded as the only standard of evaluating how good to teach and learn in some schools. In fact，the student’s merits are influenced by a lot of factors including the student，the teacher，managers，parents and other citizens，therefore，this kind of evaluation is neither fair nor objective and do or will do harm to quality of basic education.Next，some evaluation is control-oriented.Some leaders consist that to evaluate is to control，so they emphasize the control function of evaluationand ignore the service，educational and developmental one.This kind of evaluation lacks of humanistic concern to the evaluated，and has been out of style and unsuitable to development of basic education in China.Finally，some evaluation is reward-oriented or punishment-oriented and rank-oriented.Some evaluators consider evaluation as the only method of evaluating “advantages”or“disadvantages”，differentiating the levels of teaching and learning，and usually regard“profit”，“bonus”or“honor”as the incentive methods in schooling.This sort of evaluation one-sidedly pays attention to selecting function and has become the only rule of distinguishing from the various grades and ranks，which has stirred up the dissatisfaction of teacher and student.3. THE MAIN STRATEGIES OF EVALUATION OF BASIC EDUCATION IN FUTURE CHINAFacing up to these above problems in the process of evaluation of basic education，we would better the concept of“cognition”，“subject”，“process”and“purpose”in the course of evaluating basic education in China.3.1 Wholly and Scientifically Cognizing Evaluation of Basic EducationOn the one hand，the evaluators should set up dialectical thought of evaluation.In the future，the evaluating theory and practice should step out of the thinking stereotyping of“one or the other”and“dual opposition”，and correctly and dialectically analyzes the opposite and unity of contradictory sidesof evaluation.We should avoid absolutization，“say turkey to one and bazzard to another”or“attend to one thing and lose another”.On the other hand，the evaluators need correctly understanding function of evaluation.As far as I am concerned，evaluation is an indispensible method of judging the quality of basic education and an important step of achieving value of basic education.Its functions are not to control the evaluated，but to promote the student’s growth and the teacher’s development，that is，to evaluate is to know actuality，discover the problems，guide the deeds and counsel the policies.Thus，the evaluators neither magnify nor ignore and despise the evaluation function.3.2 Promoting Diversification and Harmony of the Evaluation SubjectIn the first place，the evaluation subject of basic education should include the managers，the educators，the educated and the parents；and it ought not to be the privilege of the headmasters and other managers.On the contrary，we must incite the initiative，positivity and creativity of the teachers and students.For the teachers to take part in evaluation，it will benefit very much from enhancing the pertinence and quality of teaching and better them；and for the students to join in evaluation，it will avail them of correcting the learning methods and increasing the learning efficiency.As for me，self-evaluation should play a dominant role in teaching or performance evaluation.In the second place，the intersubjectivity of evaluation subject should be strengthened.Intersubjectivity means the internal harmony of“subject-subject”（WANG，1994）.In other word，the evaluating subjects should respect and get well along with each other，and join hands in the process of evaluation. The evaluators should understand and learn from the others and make much of the subjectivity and personality of the evaluated；meanwhile，the evaluated should listen to the good suggestions of the evaluators，and learn the merits from the others in order to correct their faults and better them.Mutualunderstanding，respect and progress ought to be the ultimate purpose of evaluation of basic education.3.3 Objectively and Fairly Implementing Evaluation of Basic EducationFor one thing，the process of evaluation must be objective.In order to ensure the objectivity，firstly，we should reasonably employ the various methods of assessment，and link quantitative evaluation with qualitative evaluation，procedural evaluation with summative assessment，self-evaluation with other-evaluation，etc..Secondly，the content of evaluation should be all-sided. Because there are a lot of factors influencing the quality of basic education，the evaluators should wholly investigate and grasp the status quo the school，teacher and student and scientifically assess their performance according to the evaluating standards.For another thing，the process of evaluation must be just.When carrying out evaluation，the evaluators should be in strict accordance with the evaluating standards and rules and be far from the subjective randomness，personal preference and emotion；Furthermore，the evaluators should be case by case and differentiate from the different objects.Therefore，they ought not to mechanically but flexibly apply the evaluation standards and respect the specialties of the evaluated in order to guarantee the justice of evaluation conclusion.3.4 Establishing Reasonable and Scientific Evaluation PurposeAbove all，evaluation should mirror the foundational function of basic education.In my opinion，laying a foundation should be the basic feature of basic education.That is to say，the primary goal of basic education is toset up a firm foundation for growth of the educated and social development and prosperity.Because basic education should base on fostering the ordinary laborers，entrance examination for college and the talents selection are not the only purpose of evaluation of basic education；thus，we ought to change selecting evaluation into eligible evaluation（YANG，2006）.Otherwise，basic education should service to economical and political development of the community and nation again，and so evaluation contributes to social stability，harmony and civilization in China.In addition，evaluation should promote the scientific development of basic education.Evaluation is not only to reach some pragmatic purpose such as award and punishment，exam，fame and post，assessment，etc.；but also promote the integrated and sustainable development of the evaluated.Accordingly，evaluation ought to provoke the further development and learning of the school，teacher and student and lay a solid foundation for lifelong education and learning.In other words，evaluating purpose ought to be actual，sustainable and far-reaching.In one word，the evaluating criteria and ideas of basic education should be correct and rational；the process should be fair，effective and could promote the sustainable development of the teachers，students and schools in China.REFERENCESCHEN，Lixian（2002）.Ethics and Social Justice.Beijing：Press of Beijing University.LI，Shangwei（2008）.Analyzing the Humanity of Teacher’s Evaluation in Elementary and Secondary School.Contemporary Education Science，20，37-39.WANG，Ruisheng et al.（1994）.Introduction of Social Philosophy. Beijing：People Publishing House.YANG，Qiliang（2006）.Qualification Assessment：Proper Choice of Basic Education cational Research，11，11-17.。