Language Teaching Evaluation System

Evaluation has always been regarded as the key to the success of the new curriculum reform, and as one of the two important factors to the curriculum reform, the other being the construction of textbooks. What is the essence of the Chinese instructional evaluation? In recent years, large numbers of articles presenting some smart and far-sighted opinions, have come out on the Chinese language teaching journals, but, many of which are far away from being theoritic; furthermore, many professors in colleges only say it is worth researching and many elementary school teachers feel it hard to make for lack of correct evaluation guidance. In view of this, it's necessary to explore the construction of Chinese instructional evaluation system. The objective of instructional evaluation and the method of instructional evaluation are the main body of the system of evaluation. The varied orientations of value of the instructional evaluation result in its diversified methods.What factors constitute the Chinese instructional evaluation? If this is comprehended clearly, the Chinese instructional evaluation will be much easier. The thesis is framed in accordance with the theory of system. In fact, the evaluation is a system, in which each factor is both independent and related to each other. On the one hand, this thesis traces down the origination of the Chinese instructional evaluation; On the other hand, it aims at explicating the objectives of evaluation. The thesis aims not only at explaining how to make evaluation from the view of methodology, but also explaining the connotation of evaluation from the view of opistemology, which includes the meaning, the reason and the method to make evaluation. The first part gives us a brief introduction to the Chinese instructional evaluation, revealing that misunderstanding of the Chinese instructional evaluation results from misunderstanding of the nature of the Chinese course. This part explains the connotation of the Chinese instructional evaluation. The second part explains the orientation of value of the Chinese instructional evaluation from the knowledge-based view, emphasizing the Chinese course should explore human's nature. The parole competence orientation sees this in view of the characteristics of Chinese as a course; emphasizing the culture orientation from the ultimate goals of Chinese education. This part focuses on the reason why we make evaluation. The third part deals with the five topics concerned in Chinese instructional evaluation according to the newly issued curriculums, that is, the objectives of learning Chinese words and writing Chinese words, of reading, of writing, of oral communication and comprehensive Chinese learning. The fourth part suggests the specific contents of evaluation, taking advantage of quality and quantity evaluation, especially we should pay much attenuation to the former according to the newly issued curriculums. The system of Chinese instructional evaluation consists of situational evaluation, portfolio evaluation and paper test. Each method consists of the principle and the practice of how to make evaluation.