Research On The Application Strategy Of Preformance Assessment In Literature Reading And Writing Task Group Teaching

The concept of "Chinese learning task group" is proposed in the "General High School Chinese Curriculum Standards(2017 Edition)",which is not only the main organizational form of Chinese courses but also an important carrier for cultivating students’ core literacy.The "literature reading and writing" task group accounts for the most credits and class hours in the entire Chinese curriculum structure,and plays an important role in cultivating core Chinese literacy.The unified edition of the compulsory Chinese textbooks for senior high schools has arranged corresponding 5units to implement the requirements of this task group.Under the guidance of the direction of "Chinese learning task group",how to implement evaluation requirements based on teaching material units has become an urgent problem to be solved in current high school Chinese teaching.This study analyzes the application of performance assessment in the task group of "literature reading and writing" in order to explore the "relevance" and value of its application at the theoretical level.Aiming at the implementation of evaluation and the current situation of the application of performance assessment in the task group teaching of "literature reading and writing" in senior high schools,the main research methods adopted are survey,classroom observation,and case analysis.The following problems exist in the current teaching evaluation of "literature reading and writing" task groups:Firstly,the design of evaluation objectives for learning task groups is unreasonable,and the special functions undertaken by task groups are ignored;The second is that the design of learning tasks is oriented towards knowledge based and lacks the cultivation of key abilities;Third,classroom evaluation methods are single,and evaluation standards are relatively vague.The above problems make it difficult for performance assessment to play a role in promoting teaching and evaluation.Based on the existing problems and difficulties in the evaluation of "literature reading and writing" task group teaching,and combining the relevant rationale for performance assessment,this paper attempts to propose strategies for conducting performance assessment in "literature reading and writing" task group teaching:reasonably determining performance goals,accurately positioning the function of the task group;Focus on the key capabilities of the task group and design expressive tasks;Define the evaluation elements of the task group and formulate scoring rules;Collect evaluation evidence and feedback on learning effectiveness.On this basis,taking the third unit of the Unified Edition of High School Chinese Compulsory Volume I as an example,a teaching case designed as a whole for performance assessment in the "literature reading and writing" task group teaching is developed.