Research On The Improvement Strategies Of Teaching And Evaluation Of Narrative Works In Chinese Language For Senior Primary School Student

Under the background of continuous improvement of education reform,Chinese classroom evaluation system is also improving and developing.It is not only related to students’ academic performance,but also related to promoting the development of students’ potentials under the guidance of teachers.The CPC Central Committee and The State Council issued the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era,which proposes to resolutely overcome one-sided school-running behaviors such as valuing intellectual education over moral education and scores over quality,so as to promote students’ physical and mental health and all-round development.The fundamental task of education is to cultivate morality and cultivate people.The purpose of evaluation is to better develop students and improve teachers’ teaching.Teachers should set up a student-centered evaluation view.Narrative works account for more than half of the high level Chinese textbooks in primary school,and their classroom evaluation can promote the development of students’ reading ability,so as to lay a good foundation for the whole Chinese learning.But since the document was issued,the evaluation has not moved in the desired direction.In the current classroom teaching practice,due to the influence of exam-oriented education,teachers’ evaluation of students in the classroom is always knowledge-oriented,and its role is often weakened,which leads to the failure to realize its proper evaluation function.Teachers’ limited ability in classroom evaluation leads to a lot of inefficient classroom evaluation,which makes it difficult to promote students’ development in a sustainable and comprehensive way.Therefore,taking the implementation of the classroom evaluation of narrative works teaching in senior Chinese of primary school as the focus of the research,based on the comprehensive analysis of the previous research of domestic and foreign experts and scholars on the classroom evaluation of narrative works teaching,taking the theory of social interaction,the theory of multiple intelligences and the theory of developmental education evaluation as the theoretical basis,Classroom evaluation is divided into five dimensions: evaluation subject,evaluation object,evaluation content,evaluation function and evaluation method.By designing classroom observation table,combining with interviewing teachers to collect current situation information,and presenting data visualization,corresponding strategies are finally proposed.Through research,it is found that the main body of classroom evaluation of narrative works in high school section of primary school is single and lack of student evaluation.The evaluation content is not comprehensive;The evaluation method is too simple;Lack of development of evaluation function;The evaluation language lacks textual pertinence.There are two main reasons for the formation of such problems.On the one hand,external factors,including teaching and research training activities are not involved and the formulation of teachers’ course evaluation system is not perfect.On the other hand,there are teachers’ internal factors,including the deviation of teachers’ concept of classroom evaluation;Lack of classroom evaluation ability;Lack of learning and reflection on classroom evaluation.Based on this,from the point of view of the school,should actively carry out relevant training;Improve the teaching assessment mechanism;At the teacher level,students should be guided to participate and the evaluation subject should be enriched.Correct understanding deviation,correct evaluation consciousness;Pay attention to after-class reflection,strengthen the professional foundation;Based on teaching practice,construct evaluation of common development;Grasp the characteristics of text,enrich the subject knowledge of Chinese.