Portfolio Assessment In Primary School Chinese Teaching In The Applied Research

Portfolio assessment, also called student portfolio assessment. It records a student growing up, can provide students and teachers with a variety of materials, its evaluation is to show students’ learning and progress, to promote the quality of students and the independent development.(Paul Liu2004) but the quality of students, regardless of physical or mental quality (including psychological and moral character), are only through the students’inner germinal and develop, external environment and tools are the students growth conditions, so we must give full play to students in the process of learning initiative.(Han Zhaolong,2003)File bag as a qualitative evaluation of one of the effective ways, its application is worth further research and exploration. I found that the file bag in the implementation process easy to flow at the form, ignoring the students as unique individuals, each person’s intelligence structure, personality and interest are different the reality, in the operation mode and evaluation mode is single. This ignores the individual differences of students, is not conducive to the students’ subjectivity, achieve qualitative evaluation target. In the advocating of case studies, performed to" student-centered" modern educational thought present, portfolio assessment should how to develop and use its advantages, is the main content of the research. Based on the learning portfolio, on the basis of the theory, draw lessons from the practice of research results, from the self practice process were summarized, in order to explore how language teaching in the use of portfolio assessment, exert its advantage, thus summed up the students’learning attitude, learning useful specific design method.This paper is structured as follows:the introduction part will be elaborated in this paper to study the issue, the research situation at home and abroad, the first chapter of the portfolio assessment of concept types and characteristics; the second chapter on portfolio assessment theoretical basis; the third chapter introduces the language discipline portfolio assessment to create, including explicit language disciplines of portfolio assessment target, determine the subject of Chinese archives bag main content, clear language subject file bag operator and its function, make Chinese portfolio evaluation criteria; the fourth chapter Chinese teaching portfolio assessment practices; Chapter fifth implementation language disciplines of portfolio evaluation and thinking. Through this study, conclusions are drawn as follows:portfolio assessment helps students in language knowledge and skills to master, the students’ non-intelligence factors form a very fruitful, enhance students’ self assessment and reflection and self-motivated; portfolio assessment implementation process problems, aggravated by teachers and students burden, students are not easy to operate, teachers have difficulty, without breaking the traditional examination binding etc.