Action Research On Formative Evaluation In Chinese Teaching

The traditional teaching evaluation methods are mostly conclusive evaluations.This evaluation method uses test scores to judge the learning ability of the students and the teaching effects of teachers.The results have hindered the improvement of teaching to a certain extent.Formative evaluation,with the support of constructivist theory,multiple intelligence theory,and humanistic learning psychology,attaches importance to the evaluation of teaching and learning processes,emphasizes the diversity of evaluation subjects and the comprehensiveness of evaluation content.So it can effectively improve the deficiencies caused by the final evaluation.This paper adopts action research method,classroom observation method,questionnaire survey method and test method to implement formative evaluation in Chinese teaching.Through this research,explore the role of formative evaluation on students' Chinese ability and learning attitude,and professional development of teachers And the improvement of teaching ability.This article is divided into five chapters.The first chapter is the introduction.It explains the reasons for choosing this topic,the current research status,research methods,research purposes,and innovations.Chapter 2 specifically introduces the theoretical basis,implementation principles and evaluation types of formative evaluation.Chapter 3 designs specific plans for action research.The author investigates and studies the Chinese teaching and evaluation of Phanatpittayakarn School in Thailand.Based on the previous studies,the author determines the specific steps of this study.Chapter 4 details the process of implementing action research.This research collects formative evaluation data through tests,classroom behavior observations,discussions,self-assessments,and mutual assessments,and adjusts teaching strategies in reflection and summary.This article draws conclusions from a comparative analysis of data before and after the study.Chapter 5 is the summary.Through this action research,the author concluded the following conclusions: formative evaluation helps to improve students' Chinese level,mobilize students' enthusiasm for learning,and also has a positive effect on teachers' professional development.In the implementation process,we must pay attention to evaluation feedback and evaluation programs And evaluation criteria and other important issues.The innovation of this article is to study formative evaluation through action research.Action research is a continuous adjustment process of observation-planning-implementation-reflection-improvement,combining action research and formative evaluation.Based on practical teaching,research is devoted to studying and solving the practical problems of this evaluation method in Chinese teaching,which has important practical significance.