Research On Formative Evaluation In Chinese Reading Teaching In Senior Middle Schools

Since the 1980 s,the concept of "formative evaluation" has been introduced into China and aroused wide discussion.Scholars and front-line teachers have also made explorations and attempts in theory and practice.However,in the face of the new era of new standards,the previous research is not enough.Especially for the important activity of Chinese reading teaching in senior high schools,the formative evaluation has not played its role well,and the problem of "less,slower,worse and more expensive" has not been completely solved in practical reading teaching.Therefore,this paper discusses the application of formative evaluation in Chinese reading teaching in senior high schools from the aspects of theoretical sources and teaching practice,which can provide reference for the actual evaluation activities of Chinese reading teaching in senior high schools.According to the connotation of formative evaluation in a large number of literatures,the formative evaluation applied in the field of education and teaching has the following characteristics: timeliness,process and continuity.Formative evaluation also has many functions such as diagnosis,feedback,adjustment and motivation.In addition,after using questionnaire survey and interview to have a general understanding of the current situation of students' reading and the application of teachers' reading evaluation,it is found that high school students are not optimistic about the application and creation of reading materials,and teachers seldom implement formative evaluation in reading teaching and neglect the detailed formulation of evaluation programs.However,in the existing implementation level,there are still some teachers or schools to eliminate difficulties,update the concept of teaching evaluation,formative evaluation is well used in the teaching of Chinese reading,to further improve the evaluation method,to promote the effective reading of students to provide reference and reflection.From the enlightenment of the classification of educational objectives and the requirements of curriculum standards,the content of the evaluation of reading teaching can be determined as reading skills and reading creation.The actual reading teaching is mainly completed through specific reading tasks,including the preparation before reading class,the performance in reading class,the completion of reading assignments,the writing of reading notes,and the establishment of reading archives.In different reading tasks on the core elements of formative assessment are decomposed,such as evaluation content,evaluation standard,evaluation method and evaluation of the main body,to try to develop detailed scheme of formative assessment,and using the actual evaluation to carry out the situation as the example,carries on the analysis and reflection,it is concluded that the following improvement strategies: 1.Improve literacy,scientific evaluation;2.Individual tracking and dynamic evaluation;3.Plan well and evaluate reasonably.