The developmental principle of the relationship between evaluation and goal is put forward. Its basic requirement is that curriculum and teaching evaluation should focus on or be conducive to the improvement of curriculum and teaching quality and the all-round development of students' body and mind.
There are two diametrically opposite phenomena in the practice of history teaching in middle schools: first, teaching evaluation dominates teaching activities and replaces teaching objectives, and the requirements of teaching evaluation become realistic teaching objectives. Another phenomenon is that teaching evaluation serves teaching objectives, and teaching objectives restrict the implementation of teaching evaluation.
The principle of development is a criterion to correctly handle the relationship between curriculum and teaching evaluation and teaching objectives according to their different relationships. It requires overcoming the phenomenon that teaching evaluation affects teaching activities, making teaching evaluation serve teaching objectives and giving full play to the educational functions of curriculum and teaching evaluation.
In order to carry out the developmental principle, we must establish a new concept of teaching evaluation. First of all, we should establish the concept that evaluation is promotion, that is, to promote the improvement of teaching quality and the all-round development of students as the highest pursuit of curriculum teaching evaluation. Secondly, we should establish the concept that evaluation is service. Thirdly, we should establish the concept that evaluation is curriculum and teaching, so that curriculum and teaching evaluation can consciously follow the laws of curriculum and teaching and conform to the essence of curriculum and teaching. In addition, the implementation of the developmental principle also requires looking at the evaluation conclusion from a developmental perspective, and opposing looking at and evaluating students from a rigid and static perspective.
2. Scientific principles
The basic meaning of scientific principle is to scientifically design and arrange the standards and methods of teaching evaluation and strive to improve the scientific level of teaching evaluation. Mainly aimed at the blindness, randomness, experience and low scientific level in curriculum and teaching evaluation.
For a long time, people have made a lot of explorations on how to improve the scientificity of teaching evaluation. Many effective scientific methods have been accumulated in the establishment of evaluation criteria, the arrangement of procedures and the handling of results. However, in practical work, there are often various scientific mistakes in teaching evaluation, such as: the evaluation criteria are not specific, unclear and unreasonable, the evaluation procedures are not strict, and the evaluation results are not in line with reality, and so on. These deviations are not only related to people's lack of theoretical and technical grasp of curriculum and teaching evaluation, but also related to some people's lack of scientific spirit and habit of doing things by experience.
The implementation of scientific principles requires efforts in many aspects: First, improve the scientific nature of teaching evaluation theory and technology as a whole. Such as curriculum and teaching evaluation theory, educational statistics, educational surveying and other disciplines should strengthen their own construction. Secondly, we should strengthen the dissemination and popularization of theory and technology, let more educators understand the theory and technology of educational measurement, statistics and evaluation, and help educators improve their teaching evaluation ability. In addition, we should change the concept of educators, carry forward the scientific spirit and create a good spiritual atmosphere for scientific teaching evaluation.
3, the principle of objectivity
The requirement of objectivity principle is to collect the information of the evaluation object accurately and comprehensively in the course and teaching evaluation, and judge the value fairly according to the facts. The emphasis is on how to reduce the influence of personal subjective factors of evaluators in teaching evaluation.
In the evaluation of curriculum and teaching, subjective factors such as personal interests, values, emotional tendency and interpersonal communication of the evaluation subject affect the evaluation conclusion, which often leads to inaccuracy and distortion of the evaluation conclusion. The principle of objectivity emphasizes that efforts should be made to eliminate the interference of these subjective factors in curriculum and teaching evaluation, especially to oppose the unfair and ugly phenomenon that evaluators deliberately praise or criticize certain evaluation objects according to their personal likes and dislikes and needs. The principle of objectivity pursues the consistency between evaluation conclusions and objective facts.
In order to ensure the objectivity of curriculum and teaching evaluation, we should do the following: First, establish clear and specific evaluation criteria and maintain the basic stability of evaluation criteria. Two, strict and reasonable evaluation procedures should be stipulated, and the principle of procedural justice should be followed in the evaluation process. Third, we should improve the professional ethics of the evaluation subject and carry forward the concept of fair evaluation.