A Study On Comprehension Ability Performance Standard And Cultivating Strategy Of Students In Senior High School:

As an important component of students’scholastic achievement or learning quality in the subject learning, the academic ability is a kind of process quality which is explicit and observable. The senior high school students’comprehension ability is essential to their ability of chinese subject. So, it is of great significance to grade their performance of comprehension ability and formulate the standard of it. The comprehension ability performance standard of senior high school students is not only the basis for teachers’instruction, but also the basis for students’learning. More importantly, it can be treated as the critical indicator for evaluating the development of students’comprehension ability. According to the comprehension ability performance standard, teachers can practice the "Deep Comprehension" instruction strategy which can help students advance their Comprehension Ability.Besides the part of introduction, the thesis consists of four chapters.Chapter1:The connotation of comprehension ability performance standard. Through the definition and analysis of the following conception:comprehension, ability standard, curriculum standard, content standard, and performance standard, this part confirmed the connotation and extension of comprehension ability performance standard, partitioned the structure of senior high school students’ comprehension ability, and then determined the fundamental content of students’ comprehension ability performance standard:the element of comprehension ability, performance levels, and the description of ability performance.Chapter2:The theoretical basis for formulating the comprehension ability performance standard. This chapter illustrated the theoretical basis for formulating the comprehension ability performance standard from four aspects:epistemology, psychology, evaluation theory, international comparison. The perspective of knowledge from the pedagogical position, Piaget’s Theory of Cognitive Development, Bloom’s taxonomy of educational objectives, the SOLO theory, and the Programme for International Student Assessment, all of which established decisive foundation for formulating the comprehension ability performance standard.Chapter3:The description and explanation of the comprehension ability performance standard. In terms of the basic structure of the comprehension ability of senior high school students, this part described the ability performance on the three levels from three dimensionalities:obtaining and interpreting the content of the text; comparing and evaluating; rethinking and applying. At the same time, this part made some comments on the comprehension ability performance standard in order to make it more understandable.Chapter4:The "deep comprehension" instruction strategy based on the comprehension ability performance standard. This chapter put forward the conception of "deep comprehension", explained its connotation, which is pursuing the richness and integrality of comprehension. Compared with instruction that based on the textbooks, teachers can follow the following steps when organizing their teaching under the guidance of "Deep Comprehension", which is based on the comprehension ability performance standard:1.Pre-evaluate the students;2.Design the instructional objectives according to the comprehension ability performance standard;3.Construct active classroom atmosphere;4.Provide and activate the background knowledge for comprehending;5.Assimilate the information deeply;6.Evaluate the development of students’ comprehension ability. In the "deep comprehension" instruction that based on the comprehension ability performance standard, a teacher’s role has changed accordingly.