The main problems existing in the current art teaching evaluation are:

At present, many art teachers in primary and secondary schools ignore the research and reform of art teaching evaluation, which makes art teaching evaluation relatively backward. Coupled with the particularity of the art discipline itself, teachers' evaluation of students' art learning is easy to go wrong, which is embodied in the following:

The misunderstanding of traditional evaluation: when teachers look at works from a traditional perspective, they often take the clean picture, proper proportion and even coloring as the standard, while ignoring children's imagination, creativity, expressiveness and students' own characteristics and age characteristics. At the same time, a single evaluation form affects the cultivation of students' personality and ability, which is not conducive to students' mastery of learning methods and the mobilization of learning interests.

The misunderstanding of subjective evaluation: teachers think that the evaluation of art teaching is the evaluation of teachers. In class, the students' homework has just been finished, and the teacher gives a score according to their subjective consciousness. Students who are rated as "good" are happy, but they don't know what is good. Students who are rated as "poor" are sad and don't know what is bad ... This leads to students' failure to grasp the learning information in time and inhibits their enthusiasm for learning art. In the long run, it will cause confusion and weariness of learning.

Misunderstanding of single evaluation: In addition to paying attention to homework evaluation, teachers also adopt a simple method of "drawing the results" when evaluating students' final art scores. That is, let students finish painting a picture and then give an achievement, which fails to well reflect the requirements of cultivating students' various qualities and ignores the comprehensiveness of art evaluation and the particularity of art education.

How to coordinate generation after generation of students in art teaching from the perspective of teachers or books? How can you not respect the personality of students? How can students not participate in the evaluation?

(2) Rational analysis

In view of the above problems, we make the following analysis:

1. Evaluation direction

In order to meet the requirements of quality education, the reform and development trend of student evaluation in China can be summarized as follows: attaching importance to the evaluation of reality and interdisciplinary knowledge and ability; Attach importance to the assessment of general ability and thinking ability (especially the assessment of critical thinking and creative thinking); Pay attention to the assessment of practical operation ability; Modernization of academic evaluation technology; The evaluation of ideological and moral quality and psychological quality pays attention to the combination of theory and practice and penetrates into other disciplines [1].

In the new curriculum reform, it is proposed to "change the function of curriculum evaluation that overemphasizes screening and selection, and give play to the function of evaluation to promote students' development." Clearly regard evaluation reform as one of the goals of curriculum reform, and put forward the direction of evaluation reform.

Art course evaluation is an important link to promote students' all-round development, improve teachers' teaching level and promote the continuous development of art courses. Art curriculum evaluation is based on art curriculum standards (hereinafter referred to as standards).

The evaluation system adapted to the Standard should be based on the objective facts of students' art study, pay attention to the coordination and unity of evaluation and teaching, and especially strengthen formative evaluation. We should not only pay attention to students' mastery of art knowledge and skills, but also pay attention to the evaluation of students' art learning ability, learning attitude, emotion and values. Strengthen the diagnosis, development function and internal incentive function of evaluation, and weaken the screening and selection function of evaluation. At the same time, the standard also puts forward the following suggestions for the evaluation method: "1. While paying attention to the evaluation of students' learning status by teachers and others, we should pay more attention to students' self-evaluation. Students' self-assessment can be in the form of questionnaires or the form of establishing students' learning files ... "[2].

2. Theoretical basis

Our theoretical basis is Gardner's multiple intelligence evaluation theory, constructivism evaluation theory and Ellen Weber's theory;

(1) Gardner's multiple intelligence evaluation theory

Gardner's evaluation of multiple intelligences (1983) is based on the assumption that there are several different intelligences. A brain has at least eight kinds of intelligence, all of which have a lot to do with evaluation. According to the theory of multiple intelligences, everyone has eight intelligences, and everyone's ability in each intelligence is different. Gardner believes that a person needs a suitable learning environment to develop all kinds of intelligence. This kind of environment can encourage people to take risks and create. It has rich activities, multi-channel resources and many excellent examples.

Although there is no uniform standard to define intelligence, an optimal model can be set for various schemes and each intelligent solution. This paper introduces the evaluation criteria put forward by teacher-student cooperation.

T Armstrong (1994) describes the cooperation mode among various intelligences in the task of authenticity evaluation. He said:

Intelligence always interacts. When a person cooks, he needs to read the menu (language), analyze the menu (logical mathematics), and make meals suitable for the whole family (interpersonal relationship) to satisfy his own taste (individual). Similarly, children need physical intelligence (running, kicking and grasping), spatial intelligence (recognizing their own position and the direction of throwing the ball), language and interpersonal intelligence (expressing their views when discussing in the game). The theory of multiple intelligences abstracts and distinguishes intelligence from specific situations, and its purpose is only to study the essential characteristics of multiple intelligences and learn how to use them more effectively.

Gardner's multiple intelligence evaluation method is not the only model that can accurately and fairly evaluate and report students' knowledge. Constructivist learners advocate linking existing knowledge and experience with new knowledge.

(2) Constructivism evaluation theory

Constructivists (Vygotsky, Dewey and Piaget) believe that learning is a kind of meaning construction that connects new knowledge with existing knowledge. Personal knowledge and experience are prerequisites for absorbing new knowledge. When one's past beliefs, worldviews and experiences come into play, new ideas and experiences become meaningful. This new knowledge enriches a person's thinking, changes his concept and opens his perspective. New knowledge becomes relevant and meaningful, not irrelevant and isolated.

Constructivists believe that people are constantly learning on the basis of original knowledge and experience. The premise is that all learners have different prior knowledge when contacting tasks. This knowledge consists of its background experience, previous studies, world outlook and beliefs. Learners must activate the original experience and ensure the meaningful connection between new knowledge and existing knowledge in their own way. Simply put, constructivism attaches importance to learners' personal abilities, previous knowledge, beliefs and past experiences. You can say that the teacher who advocates constructivism is teaching students, not just learning content.

Some knowledge of students is learned from extracurricular activities. Teachers need to ask about their daily arrangements and interests in order to understand this knowledge. But for teachers in large classes, a simple questionnaire can be used to help them determine the students' previous knowledge. This questionnaire includes four direct questions: what do you already know, what do you want to know, what do you think you should know, and what other questions do you have.

Students may want to finish these problems by themselves, but such tasks usually need to be done by groups. Viggos believes that a person constructs his own knowledge in a social environment, often through communication with others in a specific group.

(3) Ellen Weber's theory

Ellen Weber of the United States put forward the concepts, characteristics, requirements and conditions of authenticity evaluation and performance evaluation through research:

"Real evaluation" refers to the evaluation of students' performance in real life environment. The task of authenticity evaluation is a meaningful and valuable experience in the learning process. For example, in the evaluation of authenticity, every student may need to observe, touch, smell and eat apples in order to draw them. On the contrary, traditional evaluation methods emphasize the memory of apple shape, color and texture. The implied meaning of authenticity evaluation is that evaluation is a part of learning and it is constantly developing and changing. Success or failure can only be explained by the fact that students apply knowledge and skills in the new environment.

"Performance evaluation" focuses on the question: How do we know what they know? Performance evaluation requires regular observation and evaluation of students' performance. Students should know the evaluation criteria. Clear standards can not only let students know key information, but also set a goal for them.

Task characteristics of authenticity evaluation and performance evaluation: situational; Integration; Metacognition (requiring students to think about their own thinking process); Related to the content of the course taught; Flexibility (knowledge and skills can be displayed in many ways), etc.

Requirements for authenticity evaluation and performance evaluation: various forms; Self-evaluation; Peer evaluation; Specific standards; Academic performance in the formal stage; Self-reflection and personal inner reflection.

Authenticity evaluation needs a series of behaviors that can be compared with the best performance mode. In other words, authenticity evaluation includes expressive evaluation. Both evaluation methods need "products" or solutions to problems, and both have students' performances related to learners, learning environment and learning content in real life.

(3) Our thinking

After the above analysis, combined with our practice and research in the past year, we are based on the idea that effective self-evaluation is centered on the real learning interest of learners and students. Students' self-evaluation includes authentic self-evaluation and expressive self-evaluation This requires teachers to be flexible and open in teaching methods, including students' or collective ideas, valuable questions and purposeful programs. In this type of teaching, education is highly organized and dynamic, which enables students to experience the complexity of real life.

In addition, it is necessary to understand that teachers and parents are active partners of students, and evaluation should be regarded as part of learning in teachers' teaching and parents' counseling; In students' learning, evaluation should run through the whole process of learning; Teachers and parents should play our leading role to make students' self-evaluation more positive, true and effective.

Self-evaluation in art teaching in our primary school: teachers should first understand that the production process is more important than the finished product, and the degree of experience in the creation process is more important; Creativity, novelty and expressiveness of the work; Relevance to themes and life issues.

Next, we discuss the expected goal, evaluation criteria, evaluation content, operation strategy and main conclusions.

Second, the evaluation objectives

(1) Take evaluation as a part of students' active learning, challenge traditional art teaching evaluation and establish an evaluation system to promote students' development.

(2) Make a constructive exploration on the theory, content, form and method of students' artistic self-evaluation.

(3) Through the practice of students' artistic self-evaluation, improve students' ability to appreciate works of art, creative ability and perception of life, and promote the healthy growth of students' beauty, intelligence and emotion and the sound development of their hearts.

Third, the evaluation criteria

As far as art teaching is concerned, we should pay attention to students' self-evaluation: starting from students' lifelong learning needs, we should understand that children's vision is superior, not divorced from students' age and psychological characteristics, from students' actual level and life experience, from artistic considerations, and not to measure students' works by adult standards, so that students and teachers can become the main body of learning evaluation together and let students actively participate in learning evaluation. We also believe that works vary from person to person, no matter who they are, regardless of the quality of the works, as long as they participate in learning and add their own emotional experience in the process of creation, they will be affirmed and praised, so that everyone can try again and again, revise their homework after evaluation, and let students succeed. When students participate in the evaluation, teachers should try to reach a consensus with students: (1) whether it is creative: it shows concern and curiosity about the surrounding things, imagination and innovation ability, and shows strong creative consciousness and comprehensive ability; (2) Whether there is individuality: having one's own embodiment and expressing one's emotional experience; (3) Whether it is relevant: it is related to the theme of the course and real life problems; (4) Whether there is novelty: the work expresses its feelings with its own unique vision, and at the same time, it requires innovation in conception, content, form, materials, tools and procedures during the creation process.

Four. Evaluation content and operation strategy

The content of evaluation is discussed from two aspects: authenticity self-evaluation and expressive self-evaluation.

Operation.

(A) the authenticity of self-evaluation

Self-evaluation of authenticity includes: the making of growth record bag, students' self-evaluation of art works and students' self-evaluation of using language.

1. Students evaluate themselves with growth record bags.

For teachers, students or parents, the growth record bag [4] "accumulates" the information evidence of students' continuous development in learning art. Provide services for both teachers and students, so that they can grasp the actual situation of learning progress in time and accurately, so as to adjust the goal of the next learning growth record bag: diagnose the achievements and existing problems of students in the art learning process; Record the progress or track of students in art learning; Cultivate students' interest and enthusiasm for art study; Help students develop the ability to think and evaluate their own art learning process or progress.

How to build a growth record bag?

First of all, it is necessary to clarify the purpose and object of applying this growth record bag. The growth record bag used to show and describe students' art learning process is a way of authenticity evaluation, and its purpose is to promote the continuous progress of students' art discipline and general ability through this growth record bag. As for the applicants, art teachers can decide according to their own teaching styles and majors, and the difficulties and difficulties of organizational goals.

Secondly, determine the theme of the growth record bag. In order to make good use of the growth record bag, teachers must understand their own teaching goals and students' learning and development goals, and clearly know whether the students have reached the expected level. In the teaching process, teachers can define specific goals according to the goals of the art after-school standard center and the teaching materials used, and determine the theme of the growth record bag in combination with the students' learning situation.

Third, determine the works and quantity to be collected. The purpose of growth record bag is to record students' progress and track, achievements and existing problems in art learning, and to cultivate students' interest and enthusiasm in art learning. Therefore, we can collect all kinds of works that reflect students' growth and promotion in the process of art learning, and evaluate them jointly by teachers and students.

Finally, it is necessary to clarify the participants in the growth record bag and their roles.

In the process of creating the growth record bag, besides the above-mentioned objectives and objects, themes, works and quantity, another important issue to be considered is the participants of the growth record bag. Starting from the goal of using the growth record bag, teachers, students, peers and parents will all become participants in the growth record bag.

After more than a year's practice, we collected the data of students' authenticity and expressive self-evaluation in the growth record bag, which improved the students' initiative in art learning and effectively improved the learning quality. Teachers also learn more about students' learning situation and development needs through the students' artistic growth record bag, and give targeted guidance in time, so that each student can seek development in his own personality characteristics.

2. Students' self-evaluation of works of art.

When evaluating students' works, we should first consider what the purpose of our evaluation is. Is it to understand the growth, experience, feelings and interests of students? Or show students' strengths, weaknesses, creativity, skills, or lack of skills? In other words, grade them?

As far as the significance of art education is concerned, teachers must pay attention to two basic factors when evaluating works: first, which is the most decisive? That is, the influence of art education on students, the production process is more important than the finished product. A very "primitive"-ugly from an adult's point of view-is more meaningful to students than a beautifully made work that adults are satisfied with. Second, if you know the degree of students' creative experience, no matter whether the work is good or bad. Give students confidence and encouragement, and make them feel that they are on the right track.

According to the above principles, we ask students to pay attention to: their own experience and the degree of their experience and performance; Creativity, novelty and expressiveness of the work; Relevance to themes and life issues.

Therefore, according to the characteristics of Chinese students, combined with Ron Feeder's evaluation criteria for different age groups [5], this paper lists the wisdom, emotion, society, aesthetics and creativity of children aged 7- 13 at different age stages (two years is a stage), in order to give students a reference in self-evaluation. It is worth noting that this self-evaluation scale is not absolute, and the only effective evaluation method for testing development can only be based on children's age, life, thoughts and feelings.

In order to evaluate, it is necessary to keep the representative works of all students throughout the school year in the growth record bag. When evaluating works, students should also pay attention to the following questions:

What conceptual development does my work show? If I painted happy me at the beginning, I will paint the same at the end of the year.

Theme? Do I use new media to create works? Has my production scope expanded? Has my art vocabulary increased? Am I more imaginative and creative than before? Have I learned to observe purposefully? Will I be more enthusiastic about artistic activities? As a part of artistic activities, do I know how to evaluate my own and others' works?