Differentiation Research Design On Formative Assessment Of Junior High School Chinese Teaching Based On Different Situation

With the further development of our new curriculum reform, formative assessment theory was introduced into our country, and each discipline from the College English classroom is introduced to each section of the school. The author in the junior middle school language classroom formation test design and application of evaluation for a year. Find the same scheme based on the same learning objectives in different classes practice effect.This paper first describes the concept of formative evaluation, as well as the history and development status at home and abroad. Then try teaching two classes the author taught as samples, respectively, were analyzed and compared analysis of the situation and difference. Then combined with the teaching practice, a collection of two experimental case data, and tries to do comparative analysis and the causes. Then study the formation of various factors influence the results of evaluation in the process of scheme design. Then, according to the different class, different feeling of formative assessment scheme conception design based on poor dissimilation presented the same learning objectives. Finally, some issues are emphasized the formative assessment scheme in the actual operation of the need to pay attention to.Specific include the following contents:1, formative assessment theory origin, form the basic concept and characteristics of evaluation theory.The formative assessment scheme design elements and design step. 2, under the background of new curriculum for middle school Chinese classroom teaching.3, for a sample of two class student difference analysis. The sample class seven grade final exam of the first semester grades in Chinese as the source of data, comparative analysis of the characteristics of learners, two classes of students learning content and learning needs.4, with two case comparison, not according to the learning difference design formed by the emergence of scheme evaluation problems in the teaching practice, and the analysis of its causes.5, based on the above analysis, put forward according to different learning sample class difference design method, design the alienation of formative assessment scheme for different class type.6, once again stressed the possibility of teaching practice of evaluation theory overlooked in several factors are very important in application form.