Study On Chinese Learning Evaluation Of Junior High School Students From The Perspective Of Multiple Intelligence Theory

Students' learning evaluation plays a significant role in the new curriculum reform.Many scholars devote themselves to the study evaluation,not only because of the requirements of the new curriculum reform,but also the need of society.The emergence of the theory of multiple intelligence challenges the traditional single intelligence,which makes up for the shortcomings of traditional evaluation,and plays a positive role in the development of students' intelligence.Since the rise of the theory of multiple intelligence,it has a positive and extensive influence in the field of education and teaching.Many scholars advocate the combination of multiple intelligence and teaching to promote the all-round development of students.The study is based on the evaluation of Chinese language learning in junior high school students.Based on the theory of multiple intelligences,three junior middle schools in Wanzhou District are selected as the main research objects.This paper expounds the current evaluation of junior middle school students' language learning from the aspects of evaluation purpose,evaluation content,evaluation standard,evaluation method and evaluation subject,which is based on the research method of standardized interview of teachers.the main problems,causes and issues for in-depth analysis.The actual evaluation of the students in learning the language,using the theory of multiple intelligences,combined with surveys of proposed coping strategies in order to improve the effectiveness of junior high school language learning evaluation.After the in-depth interviews with Chinese teachers,this study found that there are the following aspects in the evaluation of junior middle school students' language learning:(1)emphasis on selection and screening,neglecting the overall development of students;(2)evaluation of the contents of a single,one-sided(3)the evaluation of the main body: emphasis on the evaluation of teachers in the implementation of the evaluation,mainly teachers through the results of the students on the basis of thestudents,the teacher's attention to the students,(4)evaluation criteria: applicability is not strong,through interviews that teachers like to use a unified standard to measure each student,which led to the evaluation of the applicability of the standard is not strong,can not achieve individualized teaching(5)the evaluation method is simple,teachers generally use the final evaluation to evaluate the students,which can only represent one aspect of the students,and evaluation we should consider all aspects of the students,so as to promote the overall development of students.The main reasons for the existence of junior high school students' language learning evaluation are as follows:(1)Social level: The influence of exam-oriented education still exists.Both the school,the teacher and the students,the parents put the test scores in the first one;for school evaluation of the implementation regulation is not in place,the administrative department of education did not play its proper regulation and supervision functions,the evaluation of learning a mere formality;(2)the school level: the school does not give attention to the unreasonable evaluation mechanism(3)the teacher level: the lack of teacher evaluation of the lack of integrity of the new curriculum standards,teachers in the concept of obsolete,aging,lack of understanding of student evaluation,lack of theoretical knowledge accumulation;(4)student level: students in learning the dominant position is not prominent,low sense of participation,the enthusiasm is not high,because the purpose of learning is not clear,resulting in their lack and special understanding of their position in the learning of the language subjects,difficult to play the students' creativity and enthusiasm;(5)the level of parents: home By the examination-oriented education,that the results are the measure of all standards,due to the misunderstanding of these ideas,it is difficult for students to get a good development.Based on the analysis of the problems in the evaluation of junior middle school students' language learning and the analysis of the causes behind the problems,this paper puts forward the strategies of reforming junior middle school students' Chinese language learning evaluation by using the theory of multiple intelligences and combining with the actual evaluation of junior middle school students' language learning(2)the teacher should be based on the different circumstances of different students,the right medicine;(2)the teacher's role in the development of the teacher,(3)to develop scientific and reasonable evaluation criteria,first of all according to the individual differences to develop a variety of standards,and then the development of a variety of standards,such as the development of the language,(4)to achieve thediversity of the main assessment,to protect students and their peers the right to speak,respect for the right to participate in the parents;(5)to achieve a variety of evaluation methods,quantitative and quantitative methods to achieve the correct use of the standard,and finally to adjust the standard according to the actual situation;qualitative binding,formed summative Evaluation of the combination.This study investigated due to the small sample of schools,the number of interviews not many fewer schools and teachers involved are not fully representative,so the problem may be found in this study there is a certain one-sidedness,analysis of the causes is also not enough depth and thorough,so coping strategies proposed also not comprehensive enough,also need to constantly test and repeated verification after teaching practice,so that the strategy proposed in this study has a more targeted,effective and operational,and development of a more constructive,more able to promote the reform of junior high school language learning evaluation,and promote overall development of students...