A Study On Academic Quality ’Le Ping’ Of Primary School Chinese First Learning Section

Evaluation of academic quality in the first stage of elementary Chinese language education faces the problem of the core competency-oriented evaluation concept not being effectively implemented.In traditional evaluation practices,teachers’ understanding remains superficial without in-depth exploration,resulting in low evaluation effectiveness and hindering the development and enhancement of students’ core language competencies.Therefore,it is crucial to develop an evaluation plan guided by core competencies for the first stage of elementary Chinese language education as an urgent task in evaluation reform.Firstly,theoretical analysis is conducted on the "academic quality" module of the "Compulsory Education Chinese Language Curriculum Standards(2022 Edition)" to clarify the specific dimensions of academic quality evaluation criteria.Secondly,through in-depth analysis using survey research methods,the root causes of the existing problems in academic quality evaluation are revealed.These include the lack of student and parental participation as evaluation subjects,the failure to highlight advanced competency points in the formulation of evaluation criteria,the neglect of cross-disciplinary connections in the selection of evaluation content,the absence of real-life contextual settings in evaluation methods,and the lack of personalized analysis and feedback in evaluation results.Based on the attribution analysis,an evaluation plan called "Le Ping" is proposed,which emphasizes diversification of evaluation subjects,enrichment of evaluation content,realistic contextualization,and personalized feedback.Three rounds of action research are conducted accordingly.The first round focuses on the dual enhancement of the penetration of the evaluation concept and practical guidance for academic quality evaluation,aiming to address the deviation of the evaluation concept from the new curriculum standards.The second round involves the formulation of evaluation criteria,the creation of contexts and tasks,and the implementation of "Le Ping" to consolidate and deepen the new evaluation concept in practice.The third round includes the inclusion of students as evaluation subjects and the creation of end-of-term quality monitoring reports,aiming to change the current situation of single feedback methods in evaluation results.Finally,based on the process and results of the three rounds of action research,the study summarizes and categorizes the implementation strategies of "Le Ping" in the first stage of elementary Chinese language education: 1)transforming the evaluation concept of academic quality,2)innovating the implementation approach of academic quality evaluation,and 3)improving the feedback path of academic quality evaluation results.