A Study on the Deficiencies and Innovative Improvement Paths of the High School Physical Education Evaluation System

DOI: https://doi.org/10.62517/jmpe.202518508

Author(s)

YinZhong Ren

Affiliation(s)

Xi'an Senior High School, Xi'an, Shaanxi, China

Abstract

Given the complexity of these theoretical relationships, the very construction of the evaluation system for physical education in high schools appears to represent what seems to be a fundamentally significant aspect in the ongoing process of educational modernization. What appears to be its primary function, within these evolving conceptual parameters, seems to extend beyond merely measuring outcomes to what might be characterized as actively promoting deeper learning and critical reflection among students. What the evidence appears to reveal is that the existing system, ostensibly constrained by what seems to be a predominantly quantitative logic and a rather managerial orientation, tends to point toward what appear to be challenges such as narrow objectives, structural imbalance, and practical disjunction. What seems especially noteworthy in this analytical context is how these inherent issues appear to tend to substantially weaken the overarching educational function of physical education. This study, considering the nuanced nature of these findings and grounded in established educational evaluation theory and prevailing curriculum standards, seems to generally indicate what appears to be an analysis of the internal logical deficiencies of the current system and subsequently proposes an innovative framework. This framework appears to be centered on what seems to be a learning evidence chain, multi-agent collaboration, and competence-oriented weight reconstruction. What this pattern seems to suggest, therefore, is that the proposed approach appears to tend to support what may represent an effort to restore the educational essence of physical education, thereby potentially achieving what might be characterized as process-based, developmental, and equitable evaluation. What also appears significant in this context is its potential for providing both theoretical support and an operational framework for the institutional improvement of high school physical education.

Keywords

High School Physical Education; Educational Evaluation; System Deficiencies; Competency Orientation; Innovative Pathways

References

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