Research On Evaluation Tool Of High-level Chinese In-depth Reading Teaching In Primary School

In-depth reading teaching is relative to superficial reading which is simply to understand the content and surface meaning of the article.Unlike superficial reading,in-depth reading requires deeper understanding of the text.In-depth reading is different from superficial reading.As a new teaching method,it pays more attention to meaning construction and deep understanding of the passage.The Chinese curriculum standard obviously indicates that reading teaching is a procedure of conversation which is made up of students,teachers and texts.Reading is a student’s individual behavior,and teachers’ analysis should not replace their reading understanding and value Students’ unique feelings,experiences and understandings.However,in today’s reading teaching,the focus of teaching is mostly not on understanding and application,but only on the shallow meaning.This kind of teaching not only influences students’ interest in discovery and creativity,but also seriously damages the value of teachers’ labor.Therefore,the deep reading teaching has become key content of the primary Chinese reading teaching.Therefore,it is necessary to constructs a set of simple,scientific,the operational primary Chinese deep reading teaching evaluation system.The study combines theory with practice.By using the methods of literature analysis,Delphi method,interviewing,classroom observation,case analysis,mathematical statistics and other research methods,the evaluation system of Chinese deep reading teaching of high-level primary schools is preliminarily constructed.And then,the system is applied to practice.The system evaluates the reading teaching of Jing Yang Gang taught by Z teacher of an experimental primary school in N district of C city.The concrete content of the research is made up of the following five sections:The first part,through consulting literature,based on relevant theoretical basis and analyzing the interviewing datas collected from the front-line teachers,the evaluation system of the deep reading teaching in high-level primary schools and the evaluation points of the second-level indexes and evaluation points are preliminarily determined.The second part mainly revises the initial index system.This part is mainly based on the scientific,Operable,objective,comprehensive and other principles.Delphi method which is called expert survey method amends the indicator system.The expert team is composed of 7 front-line teachers,6 teaching researchers and 2 course experts who are familiar with the concept of deep reading teaching.After two rounds of collecting,collating datas,the opinions of the experts tend to be the same.Finally,the evaluation system of Chinese deep reading teaching in high-level primary school is divided into three first-level indexes: empathy experience,multiple dialogues and creative expression,ten second-level indexes such as text empathy,dialogue with text and oral interpretation,and twenty-nine ratings.The third part is to construct the weight of evaluation index system of Chinese deep reading teaching in high-level primary school.Based on the opinions of 15 experts on the relative importance of every index,the study uses AHP to calculate the weight of each quota.according to the weight of the first quota and the second quota,marks of the first index and the second Index are given.In the fourth part,five teachers were asked to observe and evaluate the text Jing Yang Gang,which was taught by F teacher in an experimental primary school in N district of C city.According to the result of the evaluation,we used SPSS.20 to calculate the chi-square and test the correlation coefficient and the consistency reliability of the raters was obtained.The fifth part summarizes the research and reflects on its shortcomings,such as the lack of sample number,subordinate relationship of evaluation indicators and so on.