To Formulate Evaluation Standards For Language Reading At The Senior Middle School Level

Chinese language education at the middle school level has entered a new era. As the Ministry of Education is pushing hard the policy of education for all-round development and deepening the reform in related areas, the traditional education values, which is "knowledge-based" and focuses on knowledge teaching and skills training, has been gradually replaced by the modern ones which is "student-based." With the education reform deepening and education itself developing further, it has been realized and accepted by professionals in the education field that teaching evaluation is helpful in such respects as improving teachers' competency, helping students with both physical and mental development, and improving the way in which teaching functions. The modern teaching evaluation methodology is the externalization of the teaching side of the concept of new curricula. However, it can be seen that evaluation of classroom instruction, which is the focus of education reform, is laggard, either at the theoretical or practical level. The current evaluation standards for Chinese language education at the middle school level are too general, regardless of characteristics of the subject. As a consequence, the result of such evaluation is not special. Hence, little help to improvement in Chinese language teaching. Utilitarianism and subjectivity in respect of functions of evaluation has a negative effect on reliability and scientific value of evaluation. In the concept of new curricula, reading teaching is an activity following the idea of brand-new curricula, that is, "textbook-based teaching." Since classroom instruction, by its nature, is a dynamic process by which a teacher, according to his plan and with a particular goal, organizes students to learn efficiently, it is on observation of a teacher's teaching activity that evaluation of reading teaching should be based, that is, the focus of observation should be on how a teacher organizes his teaching activity. Reading teaching, in essence, is "a process of interaction between students, teachers, authors of textbooks, and texts." The "interactive" "process of conversation" in teaching activity can be put through in three main modes: between teachers and students based on equality, among students themselves through cooperation, and between readers and texts. In the meantime, the "activity of conversation" in the process of reading teaching must be a "language activity," which is targeted at helping students improve reading abilities in knowledge, skills, strategies, attitudes, and emotions, and, at the same time, obtain new knowledge and skills in the four aspects of listening, speaking, reading and writing, on which higher language abilities are based. All the above teaching aims are based on curriculum objectives and students' needs from the three perspectives of"knowledge and skills," "process and method," and "emotions, attitudes and values." Contents of language teaching should also "keep with time" through drawing on new academic achievements and broadening teachers' horizons. In order to evaluate the Chinese language reading teaching at the senior middle school level, which has introduced the concept of new curricula, and help teachers improve their teaching in quality and specialization, this article makes a point of characteristics of the language subject and more attention to the dynamic feature in the teaching-learning process of language reading at the senior middle school level. And from the perspective of evaluating teachers' teaching behavior, this article suggests that it be carried out on the basis of dynamic links between goals, methods, and contents in respect of teaching. To formulate evaluation standards for language reading at the senior middle school level, which has embodied the concept of new curricula, the basic concept of modern education should be adhered to, that is, sticking to the student-based idea, evaluating the teaching process in a dynamic way, helping teachers improve their competency, and making interactions at all levels in class more efficient and beneficial.