A Study Of Qualitative Evaluation Of Chinese Teaching

Teaching evaluation is the most important element of curriculum implementation and the "baton" of education and teaching. Reforming Chinese teaching from the aspect of evaluation can effectively solve the existing problems in Chinese teaching; what's more, the qualitative evaluation is the key to open the door of Chinese teaching evaluation. Qualitative evaluation theory has been recognized by domestic and foreign education, but in our teaching practice, qualitative evaluation exerts negligible impact on Chinese teaching evaluation. Hence researches on qualitative evaluation of Chinese teaching demand fulfillment and development in theory and practice. Teaching evaluation generally consists of "teacher evaluation" and "student evaluation", whereas this paper focuses on the study of academic evaluation based on student evaluation.The thesis explores the teaching quality evaluation of Chinese development process, implementation of the status quo and reform trends from theoretical and practical aspects. By analyzing the emergence and development of the evaluation process, as well as the meaning and significance of the quality of Chinese teaching evaluation, this thesis elaborates that, the qualitative evaluation is originated from of qualitative research and, its evaluation method is based on constructivism, naturalism and other social theory as well. Chinese teaching evaluation is organic integration with qualitative and qualitative assessment, aiming to make up the current evaluation problems during implementation of quantitative evaluation.Practically, this paper firstly analyzes the status quo and problems in the current implementation of the qualitative evaluation of Chinese teaching through the survey result and makes attribution analysis based on emerging problems. Secondly, it discusses the construct of qualitative evaluation of Chinese teaching in middle school and the making of Chinese learning portfolios which is the model of the qualitative evaluation. The writer of the thesis considers that Chinese teaching evaluation system of the secondary school should be constructed from the following aspects: contents evaluation, objectives evaluation, methods evaluation, and subjects evaluation. In the discussion of making Chinese learning portfolios, the thesis will take the Chinese learning portfolios as an example to analyze its making steps, methods and content. Despite many difficulties in the current implementation of the qualitative evaluation of Chinese teaching, we can constantly endeavor to improve and amplify the qualitative evaluation of Chinese teaching, which the reforming objective of "evaluation promoting development" can be successfully accomplished.