Teaching and Evaluation of Life Environment in Elementary Schools

1.先锋学校的效果调查我调查了大约30所生命环境先锋学校的结果。其中，调查了21所学校，观察了生活环境课，收集了他们的研究数据。我和5所学校一起研究了生活环境。这些学校给了我很多有益的结果。他们被反映到下面提到的我的研究中。我用录像机录下了大约20堂生活环境课。他们将被用来在大学讲课。生活环境课评价方法的发展生活环境课的教学观点和评价方法不明确。我用2个维度将所有儿童分为9种类型。一个是活跃度--高活跃度、普通活跃度、低活跃度。另一个是对主题的兴趣--非常有趣，很普通，很低。我将这种方法命名为“二维评估”。我们可以很容易地将所有儿童分为9种类型。达到课程目标的儿童有转移到第一象限的倾向。结果表明，“二维性评价”在日常生活环境课评价中具有一定的实用价值。

1. Investigation of the results of the pioneer schoolsI investigated the results of about 30 pioneer schools of Life environment. Among them, I investiated 21 schools, observed the Life environment lessons and collected their research data. I have studied the Life environment with 5 schools.I was given many suggestive results from those schools. They were reflected to my study mentioned below.2. I recorded about 20 Life environment lessons in VTR. They will be used for lecturing in universities.3. The development of the method of evaluation in Life environment lessonsThe teaching point of view and the method of evaluation were not clear in Life environment lessons.I divided all children to 9 types using 2 dimensions. One is activity - high, common, low. The other is interest in subject matter - very interesting, common, low. I named this method "two dimension evaluation".We could easily classify all children in to 9 types.Children attaining the objects of the lessons had a tendency to transfer to the first quadrant. From those results, it was clarified that "two dimension evaluation" is usefull for evaluation of the daily Life environment lessons.