The Study On The Evaluation Of Argumentative Writing In Middle School Based On The SOLO Classification Theory

The purpose of evaluating argumentative writing is to improve students' argumentative writing.The "comprehensive edition" junior high school Chinese textbook has a discussion paper writing section,what is the standard for teachers to hold?How can teachers evaluate according to certain standards? How do students make a second composition based on the teacher's evaluation? This research is based on the summary of the existing research on the evaluation of essay writing,guided by SOLO classification theory,constructed the evaluation dimension model,evaluation index model,and scoring scale for junior middle school discussion papers,I hope that the evaluation of the junior middle school dissertation evaluation will be done slightly.This thesis is divided into five parts.The first part is introduction.First of all,the value of this research is clarified by analyzing relevant materials and teaching practices,the lack of refinement of the current composition evaluation standards,and the lack of developmental evaluation results.Then,the author deeply understands the classification theory of "composition evaluation" and "SOLO" and defines the concepts of "SOLO classification theory","writing evaluation" and "dissertation",and then determines the research goals and methods of this article.The second part explores the relevance of SOLO classification theory and junior middle school argumentative writing.Through the analysis of Chinese Curriculum Standards(2011 Edition),it is found that the current guidance for the discussion of dissertation evaluation is ambiguous.Then describe the relationship between SOLO classification theory and argumentative thesis in thinking training and open propositions,and then use this theory to guide junior middle school argumentativepaper evaluation.This section is based on the existing writing evaluation standards,and is based on the principles of developmental evaluation and process evaluation,construct a model from three dimensions: knowledge,ability,and thinking,the grades of the junior middle school dissertation are graded from the five levels in SOLO classification theory(pre-structure,single-point structure,multi-point structure,related structure,and abstract extended structure).The fourth part is to construct the evaluation index model and scoring scale for junior middle school discussion papers.In this part,the evaluation index model is constructed and described qualitatively with the help of a tree structure diagram.In order to make the model more operable,an easily observable and operable scoring scale is designed in this paper.The fifth part is case implementation.This section applies the designed rating scale to the junior middle school dissertation writing evaluation,which demonstrates the basic method of using the rating scale.In order to better promote the students' secondary composition and teacher teaching,this article puts forward suggestions for students to modify the composition in combination with the scale,and provides a reference for teachers to design lesson plans.The purpose of this thesis is to improve the efficiency of evaluation and the writing level of students' essay writing,and strive to build a more objective,clear,and operable junior high school essay evaluation model and scoring scale,which provides some references for teachers to evaluate and discuss essays.