The Dilemma And Way-out Of Chinese Teaching Assessment In Middle School

The narrow range, limited measurements and ignorance of validity of evaluation of Chinese curriculum for junior school students have not only been of little efficiency, but also greatly held back the further advancement of the new curriculum reformation. The problem that is usually ignored when various suggestions and methods are put forward is that what is mainly required for the new curriculum is not what will be the appropriate measurement but the base for the applications of such measurement. Strictly speaking, no real evaluation of Junior Chinese curriculum is available currently. This dissertation is intended to analyze the present curriculum evaluation and try to find out the causes (all the tests and examinations given to the students are regulated according to the entrance examinations to the university; there is lack of a system of overall evaluation). Meanwhile, it aims to make it know to all the dilemma which the Junior Chinese curriculum evaluation is in: on one hand the reformation is for the rise of the nation and development of every student; on the other hand, we can do little even when we find out the major causes. That the evaluation system is orientated by tests can be hardly changed. Moreover, improvement of the current evaluation system is difficult to be obtained. Eventually the situation of junior school Chinese curriculum evaluation is made worse due to the poor awareness of Chinese teaching contents and targets. Finally it attempts to bring forward the practical proposal for Junior Chinese curriculum evaluation: find an appropriate environment for Chinese evaluation system, try to construct an overall and authoritative evaluation system, employ advanced teaching approaches and theories, raise teachers' interests in education reformation, and strengthen the research force into Chinese so as to improve the cunent situation of Chinese evaluation system.