A Study On Formative Assessment Of Chinese Curriculum In Middle Schooly

Formative assessment refers to the method of effectively collecting and using feedback information in the course of teaching to adjust or improve the teaching of teachers,thereby promoting the evaluation of students’ learning and development.It is an emphasis on “promoting function”.The procedural evaluation has five basic characteristics: developmental,procedural,feedback,openness and pluralism.Formative assessment and summative assessment are not mutually antagonistic relationships.They are more complementary and inclusive in terms of function,form and practice.Advocating and appealing for formative evaluation is not to replace summative assessment in education.The main purpose and function of the function and status is to correct and supplement the shortcomings in the use of summative assessment.This paper mainly discusses the structural elements of the formative assessment of Chinese curriculum in middle school from the main aspects of assessment,the main body of assessment,the method of assessment,the function of assessment,the content and method of assessment,and the three dimensions of the curriculum of junior high school.The objectives and five areas of learning content provide a detailed discussion of the main content and typical methods of formative assessment.In the fifth part of the article,the author discusses the obstacles to the implementation of formative assessment in the teaching of junior middle school Chinese language from the three aspects of education environment,traditional education culture and understanding bias of formative evaluation.Part of the reflection on the formative assessment of junior middle school language,and put forward relevant suggestions for the status quo of the formation of formative assessment.