The Practice And Reflection On Portfolio Assessment For Chinese Learning In Secondary Vocational School

The fact that Chinese teaching in secondary vocational school is confronted with a predicament is increasingly evident; and the current evaluating modes can no longer be suitable for Chinese learning for secondary vocational school students. The innovation in evaluating mode should be under the guidance of developing evaluation to explore a new mode to meet the development of student. Portfolio assessment, based on constructivism theory and multiple intelligences theory, is an evaluating method which possesses simultaneously the functions of stimulating evaluation, formative evaluation and developmental evaluation. In western educational circles, this evaluating mode has been widely carried out; while in China, it is still at the period of theoretical research and practical probe.This essay records the author's teaching process during which the method of portfolio assessment is applied to, discusses the actual teaching cases that occur in the classes, and analyzes the feedbacks from students. The result of teaching practice shows that the teaching environment in secondary vocational school matches the conditions of implementing portfolio assessment; and that portfolio assessment fits the characteristics of Chinese learning and meets the requirements of Chinese learning for secondary vocational school student.The essay also puts forward the subjects which need further studying: 1. it is necessary for more teachers to actively put portfolio assessment into practice and explore a new method to adapt to Chinese culture since the theories, viewpoints and methods introduced from abroad and implemented in China have lost their cultural origin basis; 2. it is necessary to distinguish the specific targets and requirements of Chinese learning for students having different majors in secondary vocational school.