Methods And Strategies Of Evaluating The Oral Communicative Competence Of Primary Scholars

The reform of curriculum evaluation is an important item of curriculum reform. The reform of curriculum evaluation involves the change of concept, the change of the methods and the assistant change of the correlative parts to curriculum evaluation. The key part of the change of evaluation is put the new concept and method into practice. Then evaluation can promote the development of curriculum, the advance of teachers and the progress of students. The research of curriculum evaluation can not only be theoretical discussion, but also the practical action aiming to solving the matter of instruction. This research is a thorough and meticulous exploration aiming at evaluating the first part (grade one and grade two) of primary students' oral communicative competence. I try to bring forward the feasible and effective methods of evaluating the oral communicative competence of primary students. So we can evaluate the oral communicative competence of primary students comprehensive and promote the study of students and the instruction of teachers. This paper involves four parts. Part one, interpreting the background of the research, and bring forward the issues of the research, the method of the research and the object of the research. Part two, constructing the correlative theories of the change of evaluating the oral communicative competence of primary scholars. First, organizing the connection among Chinese accomplishment, Chinese curriculum character, Chinese curriculum aims and the oral communicative competence. Then, analyze the disadvantages of the conventional Chinese curriculum evaluation and the new ideas of the curriculum evaluation change. Part three, attempting the method of assess the oral communicative competence of primary students according to the new curriculum standards and the rules of the oral communicative competence teaching. One method is paper-and-pencil test. The other is formative assessment. The method of researching the formative assessment is action research. The researcher and the primary school teachers research how to apply the formative assessment during daily instruction. Part four, provide the conclusions of the research and the advices of the oral communicative competence evaluation.