The New Exploration Of Developmental Chinese Learning Evaluation

The Chinese new curriculum of vigorous development calls the reform of Chinese curriculum evaluation. At the same time, Chinese Curriculum Standard (test draft) promulgated by the national Ministry of Education recently also promotes the development of student efficiently as own evaluation reform concept. However, the abuse of traditional Chinese learning evaluation can' t let it bear the times important task that promotes student development efficiently. So, we must establish developmental Chinese learning evaluation system.First section: The main concept of the developmental Chinese learning evaluation.The developmental Chinese learning evaluation is that according to promote all development of student and the educational goal of certain period, collecting and handling the development information scientifically, so as to judge the students' development and change constructively.To understand this concept, we should know that implementing the developmental Chinese learning evaluation is to promote student Chinese attainment form and develop and then reach all development of student to promote the student growing up , and the theoretical basis which contains constructivism learning theory, multivariate intelligent theory and humanism learning theory about the developmental Chinese learning evaluation because the common feature about the theoretical basis is that emphasizing the subjective of the students and the development of the students.Second section: The basic feature of the developmental Chinese learning evaluation.I. Emphasizing the subjective of the students evaluated.The first is self-evaluation and the other people' s evaluation. This develops the students' subjective. The other is the talk of the other evaluation subject in which the head is the students.II. Emphasizing the multiplicity of the evaluated content. The developmental Chinese learning evaluation emphasizesknowledge and ability, course and method, feeling attitude and viewpoint of value.III. Emphasizing the pluralism of the methods of the evaluation.The pluralism of the developmental Chinese evaluation asks the pluralism of the methods of evaluation. It emphasizes the qualitative evaluation, the formative evaluation and the single evaluation, but doesn' t ignore the other evaluation methods.Third section: The basic procedure of the developmental Chinese learning evaluation, and this is the main part of the article.The basic procedure of the development Chinese learning evaluation contains four phases: planning phase, implementing phase, handling the evaluating information phase and the feedback phase of evaluating result. The implementing phase and handling the evaluation information phase are very important.The process of collecting the information of the development adopts the notes about students growing up in Chinese learning . The notes about students growing up in Chinese learning contains the record of each aspect best expression about Chinese learning and Chinese life.The phase of handling course of evaluation information is that analyzing and judging the information with qualitative research, and reaching the course of evaluation result by The Developmental Chinese Learning Evaluation Recording Sheet and The Developmental Chinese Learning Evaluation Noticing Table.Fourth section: The noticed question in evaluating.First, the question is that the development of individualdiscrepancy student problem. Secondly, it is the relation with evaluation and teaching. We must treat this two problem correctly. The developmental Chinese learning evaluation represents the direction of Chinese curriculum evaluation reform. We believe that in the course of implementing Chinese new curriculum, it can demonstrate own vitality surely, and let the student' s Chinese learning with vigorous life surely.