A Study On The Evaluation Of Chinese Composition In Senior High School

Writing teaching is an important part of high school Chinese teaching. Composition evaluation is an important factor to ensure the effect of writing teaching. This paper is a comprehensive study of high school Chinese composition evaluation activities, in order to promote high school Chinese writing teaching.The paper is divided into six parts:The first part is the introduction.The author began to study this paper in order to improve teaching ability. Through the conceptual definition of evaluation and composition evaluation, the understanding of connotation of composition evaluation is deepened, the contribution of composition evaluation to composition teaching is affirmed.At the same time,the author summarizes the domestic high school composition evaluation research on the composition evaluation method, the principle and the subject research,including the United States and Japan in the composition evaluation experience.Constructivism theory and autonomous learning theory are the theoretical foundation of this research.This research intention is through the questionnaire survey,the interview and the practice form Optimize the method of composition evaluation.The second part is the survey of the current situation of high school language composition evaluation, through the form of questionnaires and interviews, compiled the results of the survey and interviews,record the current high school language composition evaluation from the perspective of students and teachers .The survey found that there are many problems in the current composition evaluation, which should be further explored and solved.The third part summarizes the current high school language composition evaluation of the existing problems, and find out the causes of the problem. The study found these problems : teachers attaches great importance to writing skills, despise test humanities;pay attention to the results of writing, ignore the students' attitude or methods in the writing process ; pay more attention to the students' horizontal comparison,the vertical analysis of individual students and other issues is missing. In addition, there are questions such as the lack of timely evaluation of the composition, students do not like evaluating writings each other, the standard of writing evaluation is subjective.The reasons: teachers are bound by the heavy task; evaluation criteria is not clear, teacher evaluation content is subjective obviously;the evaluation of the development of the function is unknown; in the evaluation, students,the status of the teaching activities, lack the right to speak; students evaluate writings each other did not achieve the desired effect is due to improper operation.The fourth part gives the corresponding countermeasures to solve the problem from the evaluation method,the evaluation content and the evaluation process. Adopt the method of combining two kinds of writings, one is for training test essay,one is for daily writing,the style is not limited, in order to clarify the composition of the evaluation criteria; optimize the commentary writing, reviews should be based on encouraging language, and can not mark students too much;comments should be clearly expressed,when students modify the composition the comments should be operated;comments should be targeted , not the pursuit of exhaustive;reviews should be concerned about the students heart, to complete the dialogue between teachers and students.Teachers in the implementation of mutual evaluation of students, students must do a good job in the early and late work to maintain the enthusiasm of students to assess each other.The fifth part is the example of writing evaluation. Taking an exercise evaluation as an example, this paper introduces how to organize students' mutual evaluation: firstly, the teacher stresses the essay,helps the students to master the evaluation criteria, and then divides the students into groups with similar levels,selected in the group. ultimately by the class to comment. This design is time-consuming, harvest a lot: takes up three classes,but it is still very efficient compared to the teacher's work; students in the mutual evaluation can grasp the standard of evaluation, earn a way to learn from each other.The sixth part is the conclusion, the whole paper is systematically summarized, and the problems that have not been solved in this study and the confusion in the research process are recorded:how to distinguish the primary school, junior high school and high school language composition evaluation level, how to play the role of teachers in the composition evaluation, whether the model article is persuasive and how to develop composition teaching plan to give full play to the evaluation of the auxiliary role of composition.