High School Language Elective Academic "Poetry And Prose" Achievement Assessment Content Construction

According to the basic concept of curriculum reform, the scientific development ofChinese curriculum evaluation reform is regarded as a key content and "Based on theprocess, promote the development" as the guiding ideology to adapt to the need of thetimes better and improve basic education reform. Then a lot of research andachievements about the methods, the concepts, and the tools of academic evaluationcome forth. But the evaluation in specific subjects is seldom researched, especially inChinese elective courses of senior high school. Chinese elective courses are thesupplements, the expansion and deepening of the required courses. The Senior ChineseCourse Standard (Experimental Edition) clearly states that the fundamental purpose ofthe evaluation of Chinese elective courses is to improve students’ language literacycomprehensively; its benchmarks should be the curriculum goals for all students; itshould take a combination of different ways based on the different cases. Thus, attentionshould be paid to the evaluation of the elective courses. Chinese elective courses aredivided into five parts: Poetry&Proses; Novels&Drama; News&Biographies,Language Use, Study of Cultural Works. All of them are the distillation of the two goalsof “Reading and Appreciation” and “Expressing and Exchanging”.The research object of the article is “Poetry and Prose” in Chinese elective coursesof senior high school and the contents are in the new course books, and the aim is toconstruct the content framework of academic evaluation. During the process of thestudy, it is based on the Chinese subject position of academic evaluation and Bloom’stheory of cognitive goal classification. It starts with the characteristics of “Poetry andProse” and analyzes the value, aim and significance of the course. Then it will hacklethe aims of “Poetry and Prose” involved in the syllabus over the years. By contrast, we get the characteristics of “Poetry and Prose” and content framework of academicevaluation based on the combination of contents and the goals of the textbooks. Thecontent framework in this article aims to improve students’ abilities of reading,appreciation, language practice, personality development and language literacy. It alsoreflects the features of Chinese elective courses and “Poetry and Prose” and it is for allstudents.This article is divided into six chapters. It studies the construction of contentframework of academic evaluation of “Poetry and Prose” in Chinese elective coursesbased on the evaluation concepts for the students and Chinese subject.Charter I, introduction. It interprets the questions and the literature review relatedto the research, clarifies the contents, goals, methods and the general idea. It gives aclear definition to the Chinese subject and the contents of academic evaluation.Chapter II, introduction of the theoretical basis of this research, that is, the Chinesesubject position of academic evaluation and Bloom’s theory of cognitive goalclassification. The new course standard states that the Unification of Tool Character andHumane Character is the basic feature of the Chinese subject. The article is based onthis and the relative theories, and also combines the features of poetry and proses.Chapter III, analysis of Chinese elective courses of senior high school from thevalue, feature and purpose of the courses. They embody the basic idea of the newcurriculum, and “Poetry and Prose” aims to improve students’ personality development,language practice and especially abilities of appreciation and reading.Chapter IV, analyzing the feature of the goals of “Poetry and Prose” after hacklingthe goals of “Poetry and Prose” in the syllabus over the years.Chapter V, the core chapter, discussing the construction of content framework ofacademic evaluation in “Poetry and Prose” of Chinese elective courses. The contents of“Poetry and Prose”will be hackled first, and the development of students’ languageproficiency and teaching materials should be combined, and then a specific,comprehensive content framework of academic evaluation can be constructed.Chapter VI, conclusion, the summary of the innovation and inadequacies of theresearch.