Junior Middle School Chinese Teaching Evaluation Research

Teaching evaluation is a new concept in the field of education research. Theso-called evaluation is refers to the teaching goal, teaching process, teaching results,such as a full range of guidance, control, testing and evaluation. Chinese teachingevaluation is an important part of teaching evaluation, the language disciplinecharacteristic determines the complexity of Chinese teaching evaluation. The meaningof the study of Chinese teaching evaluation are various, embodied in: required by thebuilding of a scientific theory; Reverse the need of the teaching evaluation; Toimplement and the need of new Chinese curriculum reform. Experts and scholars athome and abroad about teaching evaluation research results provide the basis for ourtoday’s study, but in the Chinese teaching evaluation is not enough is enough, and thedomestic still exist in the process of Chinese teaching theory and practice disjointedphenomenon, there has been a significant improvement of Chinese teachingevaluation space. We must fully recognize the function of Chinese teaching evaluation:oriented function; Diagnostic function; Incentive function; Prediction andcommunication functions, etc. In order to accurately understand the current situationof Chinese teaching evaluation in our country, the author adopted questionnaire,investigating of Heihe city in Heilongjiang province in the third middle schoolstudents, the result of the survey made a multi-angle analysis: evaluation of cognitionis wrong, give priority to with papers; Evaluation content lay particular stress on thestudents’ ability in reading and writing, ignore listening and speaking skills;Evaluation subject single, give priority to with teacher evaluation; Emphasis onsummative evaluation results, value scores. According to the theory of the existingresearches on Chinese teaching evaluation and the problems found during theinvestigation and analysis of the results, this paper puts forward the new standard ofChinese teaching evaluation of the implementation of the strategy:(a) readingteaching evaluation (including in-class reading teaching evaluation strategies: readingability level teaching evaluation; reading speed and quality evaluation; personalizedreading; extracurricular reading teaching evaluation strategies: file cover; report,assessment of communication.)(2) writing teaching evaluation strategies (includingself-evaluation; diversified evaluation; file cover.)(3) evaluation of oralcommunication strategies (including situational evaluation, site evaluation, theevaluation of the debate, analyze and evaluate the students oral English works.)(4)comprehensive learning evaluation strategies (including attaches great importance tothe attitude to participate in the evaluation, evaluation of attaches great importance tothe interaction process; provide results show platform.)(5) the test evaluation strategy(including type oral exam evaluation, evaluation of open test, collaborative testevaluation; reflective evaluation after try.) In the study of the new curriculumstandards and on the basis of serious investigation, the author thinks that Chineseteaching evaluation must be overall diversification and democratization. Chineseteaching evaluation is a new thing, large area to the implementation of a long, wehave to pay the necessary efforts.