Research On The Current Situation Of Oral Communication Teaching Evaluation In Upper Primary School Chines

Teaching evaluation reform occupies an important position in the curriculum reform of basic education.It is the hot,key and difficult problem of education reform,which has aroused wide attention from all walks of life.The General Plan for Deepening the Reform of Educational Evaluation in the New Era issued by the Central Committee of the Communist Party of China and The State Council pointed out that teaching evaluation should be "scientific and effective,improve the result evaluation,strengthen the process evaluation,classify the design and steadily advance according to the characteristics of different subjects,different student groups and different types of education".Improving teaching evaluation can further implement the purpose of cultivating virtues and educating people.It not only helps teachers to fulfill the duties and missions of teachers,but also promotes the all-round development of students.The introduction of the new Chinese curriculum standard further deepens the reform measures of teaching evaluation,and attaches importance to the various functions of teaching evaluation,so as to better serve the teaching.However,due to the deep-rooted test-oriented education concept and the particularity of oral communication curriculum,teaching evaluation has not been fully implemented in the oral communication curriculum of senior primary schools.There are problems of low efficiency in the implementation process,and it has not played its due function,unable to promote students’ development and improve teachers’ teaching.Therefore,taking the implementation of oral communication teaching evaluation of high grade Chinese in primary schools as the focus of the research,based on a comprehensive analysis of previous studies of oral communication teaching evaluation by domestic and foreign experts and scholars,and taking the theory of multiple intelligences,the theory of the nearest development area and the fourth generation evaluation theory as the theoretical basis,Teaching evaluation is divided into five dimensions: evaluation ability structure,evaluation subject,evaluation method,evaluation standard and evaluation feedback.By designing questionnaires and interviewing teachers,current information is collected,and the data is presented by visualization processing.Finally,corresponding improvement strategies are proposed.According to the analysis of the survey results,although there has been some progress in the actual practice of the current oral communication teaching evaluation in primary school,there are still some problems,such as the imbalance of teachers’ evaluation ability structure,the single subject of teaching evaluation,the rigid teaching evaluation methods,the fuzzy teaching evaluation standards,and the poor operation of the teaching evaluation feedback mechanism.Based on the concern and analysis of the problems,this paper puts forward the strategies of updating the concept of oral communication teaching,expanding the evaluation subjects of oral communication,enriching the evaluation methods of oral communication,clarifying the evaluation standards of oral communication,and establishing the feedback mechanism of oral communication evaluation,in order to provide inspiration for Chinese teachers to carry out the evaluation of oral communication teaching in the senior section of primary school.