Research On The Evaluation Of Junior High School Narrative Writing Based On SOLO Classification Theory

Narrative writing is the basic content of students’ writing training at the junior high school stage,and effective narrative writing evaluation is not only the basis for diagnosing students’ writing level but also the basis for training students’ writing ability.Although the research sources on the evaluation of narrative writing have been studied for a long time and have achieved certain results,the current research pays more attention to how much students learn and rarely pays attention to how good students learn,which is not in line with the requirements of the education evaluation reform in the new era.SOLO classification theory as an evaluation theory that judges the quality of students’ learning according to their learning performance on various tasks,the application of the theory to students’ narrative writing evaluation contribute to the evaluation of in-depth essence.Based on this,the author focuses on the evaluation of junior high school narrative writing based on SOLO classification theory,and intends to study it.In order to gain an in-depth understanding of the development of the quality level of narrative writing for junior high school students,the following tasks were mainly completed:Firstly,the literature research method is used to sort out the literature on SOLO classification theory and narrative writing evaluation,clarify the core concepts of research,define the two concepts of narrative and writing evaluation,and expound the basis and connotation characteristics of SOLO classification theory and the value of the theory applied to narrative writing evaluation,which provides a theoretical basis for the implementation of subsequent evaluation.Secondly,according to the content elements of composition evaluation in the description of the middle and high school entrance examination and the general representation of students’ learning outcomes at each level of SOLO classification theory,a longitudinal analysis framework for junior high school narrative writing based on solo classification theory is constructed,which includes five levels: pre-structure level(P),single point structure level(U),multi-point structure level(M),associative structure level(R),and abstract extended structure level(E),and discusses the different performances of students’ narrative writing at each level.In this way we can better apply SOLO classification theory to practice.In addition,by applying SOLO classification theory to the 148 narrative writings collected by text analysis method,the quality level of narrative writing of junior high school students was evaluated horizontally and vertically through qualitative analysis and quantitative processing,and the analysis found that the overall level of students’ narrative writing was average,basically concentrated between U and R levels,and there was little difference between male and female students,students of the two classes,student writers or memories;in addition,the overall level of students’ narrative writing was positively correlated with language scores;third,The quality of students’ writing from good to poor is manifested in the expression items,language items,structure items and content items,of which most of the students in the content items are at the U level,and the students in the rest are more concentrated on the M level.In-depth exploration of the factors affecting the quality of narrative writing of junior high school students include teachers’ disregard for evaluating the "quality" behind students’ narrative writing,teachers have not mastered the method of evaluating students’ narrative writing thinking,narrative writing thinking training teaching is missing,and students’ selfevaluation narrative writing is missing.Finally,in view of the results of the writing evaluation and the results of the interview,an improvement strategy is proposed from the perspective of the teacher:first of all,it is necessary to increase the teacher’s attention to the "quality" behind the narrative writing,secondly,teachers should rely on the SOLO classification theory to master the method of evaluating the student’s writing,next teachers should carry out operable hierarchical teaching according to the student’s language performance and implement targeted writing training corresponding to the content elements of the narrative,finally teachers should help the students to evaluate the narrative writing independently through practice.