High School Students Literary Classics Reading Academic Achievement Evaluation Research

Literature classics reading has been the important resources of Chinese language education of the high schools without a doubt, since the recommended literature appeared in "The Standard Of Chinese Course For Ordinary Senior Secondary Schools (for experiment)"(hereinafter referred to as The Standard of2003) and " The Introduction of the University Entrance Examination". Classic reading academic achievements are students’reading classic learning results. Even though teachers and students admitted the value of the classic reading, they feel difficult to carry out an effective classics reading achievement assessment under the pressure of the limited class hours. How to evaluate the students’academic achievement of the classics reading becomes an important issue of Chinese teaching practice of high schools.This study aims to construct the feasible plan of students’achievement assessment of classics reading and help to the teaching and learning of the classics reading of high schools. The thesis divides into four chapters:Chapter1, the beginning of students’achievement assessment of classics reading of high school describe the issues we faced based on the analysis results of the interview and questionnaire, including the mismatch of evaluating tools and target, the negative disturbance for instructional content by assessment and the single evaluation subject. By comparing the difference of students’achievement assessment of the classics reading in high school between America and China, the chapter figures out three ways to the evaluation scheme design including separating the evaluation function, clearing the evaluation target and discussing the performance assessment.Chapter2identifies the target of students’achievement assessment of classics reading. At first, we compare the standard of the classics reading course of high school students between China and America. In view of the unclear expression of standard of literary classics in the New Standard of2003, the study tries to adopt the skills system of literary response and analysis in the reading standard for high school in California to identify the overall goal by breaking into goals of two periods, clarifying the content of assessment and refining the reading skills.Chapter3discusses the performance assessment methods and implementation experience of students’achievement of the classics reading of the high schools. Some performance assessment methods, such as written reports, oral expression (including drama performance), material objects have been applied in class teaching and doesn’t use as evaluation method, which is closely linked with lake of experience of teachers. The reading program of "Romeo and Juliet" of Wilson Classical High School in Long Beach, CA enlightens teachers in our country to pay attention to "provide support, refine the schedule and clear standards" in performance assessment.Chapter4summarizes the framework of students’academic achievement assessment scheme of the classics reading in high schools, shows the evaluation tools can be used, such as Diagnostic Tests, Reading Log and portfolio assessment. The study of students’ academic achievement of the classics reading in high schools students gives us the enlightenment to the clarifying of content standard of Chinese language, the heightened awareness of the literary education of Chinese teachers, and the improvement of Chinese education assessment in basic education stage.