The Study On Teachers' Classroom Assessment Of Senior Middle School

Classroom assessment is a very important branch of education evaluation.In the high school classroom,teachers judge students to the actual situation of the knowledge to master is based on the interaction between teachers and students,and thus to determine the next teaching content and methods,in this process,teachers make an accurate judgment on students' answers and response plays a very important role for evaluation in teaching.This research is concerned teachers' evaluating behavior in high school Chinese teaching classroom,according to the students' cognitive processes teachers always have to select a corresponding evaluation form in class,in addition,there are evaluation subject,processing of the evaluation results and other aspects of content in the study.This article was trying to investigate the implementation status of senior middle school Chinese teachers' classroom evaluation,according to the early observation scale to observe the classroom situation,analysis the classroom assessment implementation of two teachers who have different seniority and age,meanwhile,from a theoretical and practical,presented and discussed these four aspects: collecting classroom assessment information,selecting classroom assessment content,the situation of students participate in the evaluation and the results of the evaluation feedback.Analyze the survey results and make appropriate recommendations for improvements,this will not only enable teachers to reflect on their effect on classroom assessment,but also can be provide some advice for teachers on effective classroom assessment and enhance students' learning and development,finally make the classroom assessment to play an important role.According to the methods of literature,classroom observation and questionnaire survey,study concluded that information gathering methods used in classroom by Chinese teachers are not a lot,and they tend to gather lower cognitive level information.Content of classroom assessment is biased,and often ignore the methods of learning and emotional attitudes and values when they evaluate students.In terms of subjects of classroom assessment,evaluation subject still is teacher and students are very passive participation.In respect of the results of evaluation,the teachers' always focus on the result of feedback,and ignore the validity feedback in the Chinese class.In short,there are many problems in Chinese language class in high school,but teachers have began to realize the importance of classroom assessment and try to improve their own practice.The text is divided into four chapters: Introduction describes the background, purpose and significance of the study,research contents and methods and states on the past research of classroom assessment and the revelations of the research for this study.The first chapter presents the design implementation and concrete results of the investigation of this study.The second chapter analyses collected related data,and points out the problems of classroom assessment in Chinese teaching.The last chapter proposes the suggestions for senior middle school Chinese teachers' classroom evaluation.