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A Study On The Performance Assessment Of Primary School Chinese Writing Words

Posted on:2023-06-11Degree:MasterType:Thesis
Country:ChinaCandidate:Y YangFull Text:PDF
GTID:2557307046450964Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
Writing words is one of the core tasks of the first and second grade primary school teaching,and it is the key link to realize the transition to exercises and writing.Although writing words is the key link of exercises and writing,there are essential differences between them.Although writing words also pays attention to the cultivation of ability,but it puts more emphasis on the protection and stimulation of writing interest and willingness.However,in teaching practice,due to the influence of the traditional "knowledge-based" and "standardized test",teachers are easily influenced by the traditional assessment mode,and equate written assessment with the test of knowledge or ability,which leads to the deviation of written assessment from the expected goal.Performance assessment provides important enlightenment and path for revising traditional written assessment and promoting the implementation of written assessment.This study takes the performance assessmentas the research perspective,combines the literature method,case method and interview method,and focuses on "why do you want to write performance assessment-what is it-how to do it?" Specifically,it mainly includes the following questions:First of all,the value attribution and practical starting point of the performance assessment of Chinese writing in primary schools.Value orientation includes basing on students’ development and giving full play to the educational function of performance assessment;Pay attention to students’ real life and lead education back to students’ life;Break the standardized assessment model and promote the diversification of assessment.The starting point of practice includes some problems and deficiencies in the assessment subject,assessment method and assessment content.Secondly,the theoretical framework of performance assessment of primary school Chinese writing is constructed.The subjective analysis of the performance assessmentof Chinese writing in primary schools includes the rationality analysis of multi-subjects participating in the assessment.Students are the important subjects of writing assessment,and parents provide evidence for comprehensive and true assessment of writing development.The assessment method emphasizes the assessment around tasks or projects in real or real life scenes.The assessment of writing performance mainly includes writing interest,writing content,vocabulary and punctuation.Thirdly,the implementation procedure and case analysis of performance assessment of Chinese writing in primary schools.Through interview and grounded theory coding,this study holds that the performance assessment objectives of written words mainly include five first-class latitudes: standardization,innovation,beauty,interest and life.The task design mainly focuses on task requirements,task scenarios and task life.The task mainly includes the implementation subject and the implementation process.Feedback emphasizes sticking to the target,timely and continuous feedback.Finally,based on the problems and shortcomings found in the performance assessment of primary school writing,it is necessary to promote teachers’ professional growth and improve teachers’ assessment literacy;Pay attention to the research of written words and establish a research community of written words performance assessment;Teachers-parents-students collaborative assessment,the establishment of multi-subject assessment system and other aspects to further improve the performance assessment level of primary school writing.
Keywords/Search Tags:writing words, performance assessment, performance assessment of writing words, primary school
PDF Full Text Request
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