A Study On Methods Of Formative Evaluation For Junior Chinese Learning

Elementary education curriculum reform has evolved from theories to practice. Contrarily, the present methods on evaluating Chinese learning in Junior schools stagnate on the summative evaluation in the form of a teacher-centred, examination in writing and score-quantitive approach, which doesn' t tally with the nature of Chinese in the unity of humanism and tool, for the sole assessment loses contact with students' intelligent development and the culture and beauty existing in Chinese itself.To settle the disadvantages of the learning evaluation system in Chinese, this paper, on the basis of "Compulsory National Education Curriculum Standard of Courses for Chinese", probes into some ideas, in the aspects of the relation between knowledge and abilities, procedure and method, affection and values; in the fields of becoming literate, reading, writing, oral communication and comprehensive learning,which emphasize the process of Chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects, evaluating programs and evaluating methods, fully exert the positive influence of the diagnostic, encouraging and feedback effect, in order to maximize the output and efficiently boost the development of students.