A Study On The Application Of Reading Portfolio Assessment In Chinese Teaching Of Primary School

As a new emerging way of reading assessment,the Reading Portfolio Assessment has attracted much attention in recent years.Currently,with the emphasis on students’ comprehensive development and personalized education in the field of education,the Reading Portfolio Assessment has been widely applied in primary school Chinese teaching.Compared with traditional reading evaluation methods,the Reading Portfolio Assessment pays more attention to students’ reading process and thinking.It can promote students’ reading interests and abilities,and has positive significance for their growth and development.At the same time,the Reading Portfolio Assessment can also guide teachers to pay attention to students’ personalized needs,strengthen communication and exchange with students,and promote teaching reform and educational innovation.To better understand the current status of the application of Reading Portfolio Assessment in elementary school Chinese language teaching,identify issues,and improve effectiveness.After reading a large number of literature,the author conducted an in-depth investigation on students and teachers in S primary school using methods such as questionnaire analysis and interviews to understand the current situation of the application of Reading Portfolio Assessment in Chinese teaching in primary schools,identify problems.Based on the findings of the problems,relevant theories were applied to improve and design the target,content,and evaluation standards of the suitable Reading Portfolio Assessment.The implementation process of the Reading Portfolio Assessment was summarized and improvement suggestions were provided,which were then applied to primary school Chinese language teaching.The aim is to provide valuable reference for more front-line teachers.This article mainly includes the following aspects:The first part of this article is a literature review of the Reading Portfolio Assessment,summarizing the development process of the Portfolio Assessment and the application process of the Reading Portfolio Assessment both domestically and internationally.The article also defines the core concepts of "Portfolio Assessment" and "Reading Portfolio Assessment".The second part is a survey of the current application of Reading Portfolio Assessment in primary school Chinese language teaching.The survey was conducted at S Primary School in Wuhan,Hubei Province,using student questionnaires and teacher interviews to understand the current situation of using Reading Portfolio Assessment and to identify and analyze the problems.This provides a foundation for the design and implementation of Reading Portfolio Assessment.The third part is about the redesign of the Reading Portfolio Assessment based on the problems identified in the second part.The author took into consideration the characteristics of primary school students in terms of their age and designed a reasonable and easy-to-implement Reading Portfolio Assessment for Chinese language learning.The redesign was based on three aspects: goal setting,content selection,and evaluation criteria.The fourth part is the complete application of the designed Reading Portfolio Assessment to elementary Chinese language teaching.Through a semester of implementation,a relatively systematic implementation process was summarized,and specific cases were analyzed.In the fifth part,the positive effects of the implementation of the reading growth record bag in elementary Chinese teaching are summarized from the perspectives of students,teachers,and parents.These effects include the improvement of the class reading atmosphere,the increase in students’ reading interest,the enhancement of students’ reading level and evaluation ability,the learning of appreciation and self-reflection,the improvement of teachers’ evaluation ability,and the promotion of parent-school cooperation.However,some problems are also identified during the implementation process,such as the difficulty in mobilizing parental participation,the decline in students’ reading credibility due to the difficulty in teacher supervision,the uneven evaluation quality,the lack of reward mechanism,the heavy burden on teachers,and the difficulty in organizing communication and exhibition.Corresponding improvement strategies are provided,such as strengthening communication to enhance parent-school collaboration,reinforcing supervision to prevent student dishonesty,adjusting reward measures to stimulate students’ enthusiasm,and integrating the record bag into daily teaching to reduce teachers’ workload.