Research On Current Situation And Strategies Of Junior Middle School Chinese Composition Evaluation

Composition is one of the most important learning contents for students,as well as an important carrier to test students’ comprehensive Chinese literacy,consolidate students’ Chinese learning level and obtain students’ Chinese learning feedback information.It is an important part of Chinese education and teaching.The Chinese Curriculum Standards for Compulsory Education(2011 edition)puts forward a basic requirement for junior high school students in writing.Students should "revise their compositions according to the needs of expression,with the help of language sense and Chinese common sense,and make sure that they are written neatly and neatly.To share feelings and opinions with others by sharing writing experience and correcting each other’s essays." Effective composition evaluation can point out the direction of "teaching" and "learning" and deepen the teaching effect of composition education.Based on the investigation of the current situation of junior high school Chinese composition evaluation,this thesis explores the evaluation strategy of junior high school Chinese composition combined with certain teaching practice,which is divided into six parts.The introduction part discusses the research origin and significance of this thesis on the whole,summarizes the research status of junior high school Chinese composition evaluation theory in China,comments and analyzes the gaps and deficiencies in the application of junior high school Chinese composition theory in the practice of composition teaching,and clarifies the research ideas and methods of this thesis according to the theoretical basis of the research.The first chapter is the investigation results of the current situation of junior high school Chinese composition evaluation.The author carries out questionnaire survey,teacher interview and composition corpus research on teachers and students of a junior high school in Huaiyin District,Jinan city,to obtain objective and intuitive front-line data,so as to understand the current situation of junior high school Chinese composition evaluation.The second chapter mainly expounds the problems existing in junior high school Chinese composition evaluation,mainly including the teacher’s single evaluation leading mode leads to the teacher’s workload is too large,composition evaluation subject is single;Teachers lack the necessary guidance before and after composition evaluation demonstration and evaluation;The comments are vague and arbitrary,and lack of targeted and constructive suggestions.Lack of necessary composition evaluation system.The third chapter is the junior high school Chinese composition evaluation strategy exploration,this chapter as the core of the thesis,from the junior high school Chinese composition evaluation principle,composition evaluation subject diversification,composition evaluation system,composition comments,teachers’ self-improvement strategies to discuss.Chapter iv for the junior middle school language composition evaluation practice exploration,combined with the present situation of junior middle school language composition evaluation in this chapter the results of the survey and the composition of the proposed evaluation system of strategy,show two cases using composition evaluation gauge table composition class,and the students the author taught for one semester class composition evaluation process and composition score statistics and feedback,In order to provide a certain reference for junior high school Chinese composition evaluation and composition teaching,at the same time around the existence of some problems,reflection and confusion.The conclusion part summarizes the text,and reflects on the limitations of this thesis and prospects for future research.