A Study On The Evaluation Of Writing Ability In Writing Teaching

The writing teaching in middle schools is the priority among priorities of the Chinese teaching, and Chinese tradition of "taking article take person" determines the writing assessment has always been a difficult problem in Chinese learning, is also a focus."PingJia" means evaluate, the root of the word is value. So from the perspective of etymology, "evaluation" is the core of value judgment. Actually, writing is the core part of the quality of high school students which is a vigorous advocacy in our country. Additionally, the new curriculum standards of language teaching also make writing teaching becomes the most important in the language teaching. Moreover, to cultivate students’comprehensive writing ability is one of the basic tasks of Chinese teaching, and the focus of social concern of Chinese Teaching. But in schools, most of the teachers still can not teach, not willing to teach, teach not the performance, and the students are reluctant to write, or think it is difficult to write. For correcting composition, the teachers have an obvious subjective arbitrariness, and the thinking set, evaluation standard is not unified. Because of different styles, or content, the students in the writing will also scoring on the swing. There is a lot of subjectivity, instability and difference in composition score. So the writing evaluation has become the most difficult part. The evaluation of the current writing, studied the evaluation of the subject, purpose, object, content, method and so on, including the research on the composition, for the students’writing ability training is one part of the evaluation content. Therefore, the evaluation research of writing ability is a very important part of it.With the development of a new round of basic education course reform in China, put forward the "evaluation" is "in order to improve teaching and promote development", let the writing evaluation has a new development, therefore, the research on comprehensive writing ability evaluation is very valuable and necessary. This paper will explore the elements of writing, the composition of writing ability, and studies how to evaluate these contents, to improve students’ writing ability and ameliorate the teaching of writing.The current writing teaching to cultivate the students’ writing ability as the goal, however, the assessment of students writing ability is always influenced by all kinds of subjective factors. On the basis of assessment of the research status of writing ability, this article attempts to analyze the constitution of middle school students’ writing ability and the assessment of students writing ability from the point of view of Chinese teaching as well as the enlightenment of foreign writing teaching brings to our writing assessment from the perspective of surveying teaching writing.This paper is divided into five parts. The introduction part made a presentation of the basic research questions, including the review of the origin, the significance and the status quo of the research. The first chapter starts from the analysis of the current situation of middle school Chinese writing ability assessment, analysis of the current situation of the writing teaching, writing ability and writing assessment. The second chapter mainly analysis of the composition of students’ writing ability, lay a foundation for the study of writing ability assessment. The third chapter specific studies the assessment of the writing ability from the perspective of Chinese language teaching, analysis of the purpose, content, methods and standards of writing ability assessment. The fourth chapter mainly explains the foreign writing teaching instructive significance for our country.