Research On Assessment Literacy Of Primary School Teachers' Oral Communication Teaching

The basic education curriculum reform has been implemented since the beginning of the 21st century and it has been around for nearly 20 years.The reform of education in China has led to the rapid development of education,and great changes also happened in the evaluation area of education.The promotion of reform,the professionalization of teachers and the changes in evaluation methods have put forward higher requirements for teachers'evaluation quality.The subject nature of Chinese language promotes itself to explore and develop continuously,but the study of oral communication teaching evaluation is not satisfactory.Therefore,I think it is necessary to study the teaching evaluation of teachers' oral communication so as to achieve the purpose of promoting teaching and learning.First,by analyzing the literature,the author explains why teachers need evaluation literacy from three aspects:the meaning of teaching evaluation,the status quo of oral communication teaching evaluation in primary schools,and the professional development of teachers.Secondly,through the exploration of relevant theories of oral communication teaching evaluation,we construct the evaluation literacy structure model of teachers' oral communication teaching,answered the question what kind of evaluation literacy the primary school Chinese teachers need in oral communication teaching evaluation.Finally,with the help of Primary Chinese Teachers' oral communication teaching evaluation literacy questionnaire,reveals the current situation and influencing factors of primary school language teachers'oral communication teaching evaluation literacy,and provides path support for developing teachers'evaluation literacy and promoting teachers1 professional development.The main findings are as follows:1.Evaluation attitude,evaluation knowledge and evaluation technique are the three elements that constitute the evaluation quality of oral communication teaching for primary school language teachers.2.Teachers1 evaluation quality is positive in evaluation attitude,and has little difference in evaluation skills,but low in evaluation knowledge.3.Teachers'background,social and school environment,teachers1 group,and the internal factors of teachers have a common influence on the cultivation and promotion of teachers'evaluation literacy.4.Teachers of different backgrounds(teachers' teaching age,educational background,title,post and so on)have obvious differences in the overall understanding of evaluation literacy.5.The development of teachers' evaluation literacy needs the joint efforts of the state,schools and teachers.