A Summary Of The Assessment On The Chinese After-class Reading In County-level High Schools

The research applies the following approaches, namely, observation, questionnaire, documentary research, statistic methods and case studies. Firstly, the thesis analyses the status quo of a lack of after-class reading assessment in county-level high schools, which includes an introduction on county-level high school mode, the general situation of the students and the reason for the lack of assessment. Then, the thesis makes a study of the functions of the after class reading assessment, namely, diagnosing, guiding, feeding back and encouraging; the aim of the after class reading assessment, namely, reminding the school and parents to pay attention to the student's after-class reading, helping teachers to guide students to read effectively, raising students'interest in reading and their level of appreciation; the principle of the student's after-class reading, namely, development, ambiguity, multiplicity. Next, the thesis analyses the content of after-class reading assessment from the aspects of amount of reading, reading habits, reading ability etc. Finally, the thesis offers the main methods of after-class reading assessment, namely, multiplicity assessment, including self-assessment, mutual assessment among students, parents'complementarity and mutual assessment between students and teachers; hierarchical assessment, including assessment on students'ages, reading ability and reading effects; assessments on reading achievements in aspects such as general self-shows, display in activities, comparison on reading achievements.