A Study On Assessment For High School Chinese Reading Learning

As an important part of high school Chinese reading teaching,classroom assessment is also an important way to promote students’ learning,implement the teaching objectives of Chinese subject and improve students’ Chinese core quality.For decades,our country has been actively advocating and practicing assessment reform of learning.However,there is still a long way to go before theoretical achievements of academic research are successfully put into practice in primary and middle schools.In the actual Chinese reading teaching in high school,there is a lack of teachers’ classroom assessment awareness and assessment ability.Therefore,in order to give full play to the function of classroom assessment of Chinese reading and ensure the development of students’ core quality of Chinese,it is necessary to study the classroom assessment of high school Chinese reading.This study takes "How to construct the classroom assessment of high school Chinese reading to promote learning" as the basic problem,tries to study the classroom assessment of high school Chinese reading in the perspective of "assessment of promoting learning",diagnoses the shortcomings of the current reading teaching assessment by case analysis,literature research and other research methods,and puts forward corresponding suggestions for improvement.So that reading classroom assessment can better promote the development of learning and Chinese core quality.The first part is a survey of the status quo of high school Chinese reading classroom assessment.The analysis is made mainly from the three dimensions of assessment objective,assessment subject and assessment process.The existing problems in the current high school Chinese reading class include the lack of overall consideration of reading literacy in the assessment objective,the exclusion of students in the assessment subject,and the disregard of the basic form of using evidence in the assessment process,which is specifically manifested as improper use of evidence to elicit,fuzzy standards.Take action with one-sided feedback and lack of guidance.The second part is the motivation analysis of the application of "Assessment for learning" in Chinese reading classroom.Firstly,the theory of "assessment for learning" is introduced,including its core elements,assessment principles,formative assessment framework and assessment cycle.Secondly,from the perspective of high school Chinese curriculum standards,this paper discusses why "Assessment for learning" can be used in Chinese reading classroom,namely,the relevance,because of their common pursuit of consistency and common emphasis on student development.Finally,this paper discusses why "Assessment for learning" should be used in high school Chinese reading class,namely,it is necessary,because this kind of assessment can pay attention to the application of experience,strengthen students’ reading knowledge,integrate into the teaching process,track students’ reading ability,attach importance to students’ participation and cultivate their reading emotion.The third part is condensed to develop the core quality of Chinese discipline as the guidance;Broaden the assessment dimension and promote reading learning comprehensively;Enrich the assessment subject,teachers and students share the assessment role;The dynamic assessment process and the four principles of acting on reading evidence make classroom assessment really point to promoting students’ reading learning.Under the guidance of these four principles,the author also puts forward the corresponding strategies and suggestions from the three aspects of assessment objective,subject and process.Accurately eliciting evidence to ensure sample representativeness;Appropriate interpretation of evidence,care for student assessment;Take effective action to leverage the formative function of feedback.