Research on the Reconstruction of the College Basketball Teaching Evaluation System from the Perspective of Core Literacy

Abstract

The introduction of the core literacy concept imposes an ontological turn requirement on college basketball teaching evaluation, shifting from skill testing to literacy generation. The traditional evaluation paradigm, confined to the single dimensions of technology-centered and physical fitness-centered approaches, struggles to respond to the comprehensive educational value of basketball in terms of sports cognition, health behavior, and sports ethics. On the basis of clarifying the historical evolution and structural limitations of the evaluation paradigm, this study establishes a three-dimensional evaluation index system centered on the hierarchical construction of motor ability, the behavioral translation of health behavior, and the situational representation of sports ethics. Furthermore, this study constructs an evaluation structure featuring multi-subject collaboration, an evaluation model integrating formative and summative assessments, and a linkage mechanism between evaluation results and teaching improvement. This research aims to form a college basketball teaching evaluation system that matches the educational goals of core literacy, thereby providing a reference for the theoretical deepening and structural optimization of physical education teaching evaluation.