The New Curriculum Context Of High School Language Classroom Teachers Informal Evaluation Of

Nowadays, the trend of the international curriculum evaluation reformation is paying more and more attention to humanities concerning. The evaluation theory of the new national Senior High School Chinese curriculum standard is similar to this kind of development trend. In terms of evaluation ways, the evaluation to students can be divided into two types: one is formal assessment, the other is informal. Compared with the result-emphasized formal assessment that has fixed procedure, standard form, the informal assessment is more flexible and shows more solicitude for the students'learning process and the communication between teachers and students. Besides, it pays more attention to humanities. Therefore, informal assessment always has a more profound effect on the students'development. It is also an important part in teaching such a sentimental subject as Chinese. However, its momentous effect on improving teaching always be ignored by teachers and researchers due to its informality, bringing about its advantage doesn't be exploited to full. Therefore, under the claim of improving the students'"literary attainments"in the background of new curriculum, making clear the essence of informal assessment and putting it into effect becomes more imminent, and the research on this subject has theoretical and practical significances.This article regards"the action of senior high school teachers'assessment to students in Chinese classrooms"as the object of study, exploring it in the background of new curriculum from the gap where the existing articles have no connection with Chinese curriculums in senior high school. The author does this research mainly by documental analysis, internship observation, questionnaire survey and case study. The article is divided into six chapters. The first chapter introduces the reason of choosing this topic, the object of this research, the methods and the significance of research. At the same time, the author also reviews the present research situation under this topic and clarifies the deficiencies in the situation. The second chapter outlines the teachers'informal assessment in classrooms, referring to three aspects such as the essence and features, theoretical basis and definitions of related concepts. In the third chapter, by explaining from three aspects such as the requirement by new curriculum standard, the features of Chinese subject and the psychological characteristics of senior high school students, the author makes clear the particularities of senior high school teacher's informal assessment in Chinese classrooms, which is the innovation of this article. The forth chapter is an analysis of the current senior high school educating situation, which is divided into three parts. After showing the statistical data of the questionnaire survey, the author takes the first two parts respectively on the positive and negative aspects based on but not limited by it. The third part is an initial exploration to the affected factors. On the basis of the above context, the fifth chapter poses eight targeted principles for senior high school teachers'informal assessment in Chinese classrooms, which reflects the author's main idea on improving teachers'informal assessment. Then in the sixth chapter, according the actual problems raised in the forth chapter and combining with the practice of Chinese teaching in senior high school, the author finally puts forward several specific improving tactics.