A Study On The Evaluaiton Of Student Wirting In Middle School Chinese Classes

Composition in junior school could not be avoided in studying Chinese. Itfunctions as a means of comprehension and storage of personal knowledge,thoughts and emotion, and languages. Meanwhile, it is an essential way ofcommunication among human beings as well as part of our life. Andcomposition in junior school is in relation to the students’ life-long learning andthe development of personality. As we known, composition evaluation plays animportant role in writing. The new standard of evaluation has many newconcepts about composition evaluation. However, there are still a lot ofproblems in the composition evaluation the junior school teachers used duringthe practicing."Writing" for students and "assessing" for teachers are the mainway of evaluation. Frequently, the results of the evaluation are grade, scoresand “reading”. Valuators pay more attention to skill, knowledge and evaluationresults. But they forget the students who write the compositions. The students have not incentive feedback and motivation, so writing literacy can not get agood development.This study does systematical research to some related issues, by classroomobservation, physical analysis and questionnaire investigation. The resultshows that the problems mainly expressed in the content, the actual results ofcomposition evaluation, and so on. After analysis and discussion on thoseproblems, and some suggestions are put forward, including paying attention tothe students’ writing process and emotions; being responsible for each child andeach writing; improving Chinese teachers in language literacy; increasing inresearch strength with colleagues and specialists; reducing the burden ofChinese composition assessment; etc.