Research On High School Chinese Classroom Evaluation Based On Core Literacy

Classroom evaluation is an important part of high school Chinese teaching.The traditional Chinese classroom evaluation method is single,ignoring the main position of students.Even since the implementation of quality education in 2000,our Chinese classroom evaluation still focuses on writing,speech;cognition,emotion,school,students;results and process.Blindly inclined to pay attention to the screening and selection function of the examination,with whether to pass the test and master the basic knowledge as the only way to evaluate the effect of students ' Chinese knowledge.The Chinese Curriculum Standards for Ordinary High Schools issued in 2017 clarify the connotation of Chinese core literacy,propose to attach importance to the main position of students,and take the development of students' core literacy as the goal to promote the comprehensive improvement of students.In this way,not only putting forward new requirements for the Chinese classroom evaluation,but also having a more clear guidance for the evaluation of the Chinese classroom content and methods.This paper uses the literature analysis,questionnaire survey,interview method to analyze the current situation of Dali D Middle School Chinese classroom evaluation,studying the advantages and disadvantages of Dali D Middle School,and combining the 2017,put forward the construction of Chinese classroom evaluation based on core literacy,so as to guide the current high school Chinese classroom evaluation.Part of the core literacy,teaching evaluation and the classroom evaluation,on the basis of domestic and foreign research,on the basis of the theoretical significance and practical significance,to improve the theory of the Chinese classroom evaluation system research and promote the development of Chinese classroom evaluation.Chapter I combs and summarizes the development and new requirements of Chinese classroom evaluation.So rout the new requirements of Chinese classroom evaluation from the development of Chinese classroom evaluation and the cultivation of Chinese core literacy.By analyzing the requirements of the Chinese core literacy under the core literacy concept,it points out that in order to adapt to the development of the Chinese Curriculum Standards of Ordinary High School,it is necessary to change the traditional Chinese teaching evaluation standards and methods,and build the Chinese teaching evaluation system with the core literacy as the goal,which lays the theoretical foundation for the later text.Chapter II chapter takes Dali D Middle School as the research object,analyzing the teachers and students of Dali on Chinese teaching evaluation and the development of Chinese teaching evaluation.The questionnaire survey method,field interview method and classroom observation method were used to investigate the Chinese teaching and research team leader,Chinese teachers and students of Dali D Middle School.The research results show that the classroom evaluation content of Dali D Middle School lacks pace with The Times,the evaluation standards are not scientific,and the evaluation content is fixed.rigid,evaluation method "utilitarian" first,the combination of evaluation content and core literacy is low,and teachers and students ' understanding of the content of classroom evaluation has certain problems.In response to the problems found in Chapter II,Chapter III makes corresponding responses and makes corresponding suggestions for improvement.Firstly,to clarify the purpose of evaluation,strengthen the evaluation consciousness.Secondly,to build a scientific evaluation system.Thirdly,to improve the combination of Chinese classroom evaluation and core literacy.In these improvement suggestions,the author made the corresponding "Classroom Teaching Implementation Evaluation Table","Stage Chinese Classroom Evaluation Table" and "Student Classroom Evaluation Content Reference Index",so as to implement effective classroom evaluation for students in the classroom.Finally,the author analyzed the classroom evaluation with "Fang Palace Fu" by a teacher in Dali D Middle School as an example.In the concluding part,the author sorted out the shortcomings of traditional Chinese classroom evaluation and the role of Chinese classroom evaluation based on core literacy.By the creation of core literacy-based classroom evaluation indicators and classroom evaluation methods,it is helpful to improve the deficiency of traditional Chinese classroom evaluation and better play the role of Chinese classroom evaluation.Under the background of the new curriculum standards,it is necessary to pay more attention to the main position of students and give full play to the students' subject consciousness,so as to continuously improve the Chinese classroom evaluation methods and realize the all-round development of students' Chinese literacy and Chinese ability.