| In recent years,the education field in our country has been in the important reform of evaluation driven education,and evaluation as learning is the hot topic of reform.The research on writing teaching is in full swing,but the research on evaluation is very scarce,especially the evaluation on narrative writing teaching.As a new teaching method beyond paper and pen test,performance evaluation fits in with the learning evaluation of narrative writing teaching.Therefore,starting from the middle and high school section(Grade 7 ～ 9),this paper studies the basic problem of "the application of performance evaluation in the teaching of narrative writing in junior high school".Based on the teaching of narrative writing in junior middle school,the author carries out teaching research integrating with performance evaluation.This thesis is divided into five chapters.The first chapter is the investigation of the current situation.Questionnaire survey is adopted to investigate and analyze the current situation of teaching evaluation of narrative writing in junior middle school.There are some problems,such as single evaluation method,simplified evaluation process,delayed evaluation feedback and poor writing effect.The reasons are attributed from the aspects of teachers,students and family and school.The second chapter discusses the necessity and feasibility of performance evaluation in narrative writing teaching on the basis of current investigation.The third chapter is the design points of the performance evaluation in the teaching of narrative writing.It discusses the core elements of the performance evaluation,such as the goal of the performance evaluation,the performance task,the performance criteria and the collection of evaluation information.The fourth chapter adopts the case study method,taking human and landscape writing as examples,and carries out the teaching practice according to the steps of "determining evaluation objectives,setting performance tasks,clarifying scoring criteria,classroom communication and feedback".The practical effect shows that the improvement of writing level has formed good habits,improved teachers and students’ sensitivity to composition evaluation,and made students have a unique sense of participation. |
