An Optimization Strategy For Writing Assessment In Secondary School Based On Principles Of Language Communication

Writing is a comprehensive demonstration of a student’s Chinese literacy. Paying attention to a student’s writing can always provide an insight into his mastery of Chinese knowledge and skills, his learning process and method and even his emotional attitudes and values. Writing teaching plays an important role in Chinese Language education, of which writing assessment is an indispensable component. How to improve the efficiency and value of writing assessment in secondary school has always be the concern of many frontline teachers and educational researchers.Assessment of writing in secondary school is the value judgment given by assessors based on the content and other factors of a student’s writing. It acts as a continuation and development of the pre-writing guidance and the foundation based on which the students improve their writings and writing skills. This paper bases itself upon various developments after the new curriculum reform and past research, trying to explore a effective strategy for writing assessment in secondary school. After reflecting upon the history and current development of writing assessment in secondary school, this paper choose principles of language communication as the breaking point.This study believes that Chinese language itself is the foundation of Chinese teaching. Middle-school students are at a stage when their language skills develop rapidly, of which a notable characteristics is that instead of merely repeating and mimicking their daily experiences in their language expression, the students start to summarize and make logical explanation of theirs life experiences, hoping others to notice the awakening of their self-awareness. In other words, the students start to propose communication demands in their language expression. The progress of a student’s language communication is easily observable in his writings. Assessors should notice and answer to their communication demands by giving feedbacks in their assessment to utilize the positive effect of assessment. The principles of language communication are set of rules that everyone should obey during communication practices. Optimization strategy for writing assessment in secondary school based on principles of language communication is a highly practicable and valuable attempt of teaching method reform.This paper combines theoretical research, literature analysis, theoretical structuring and practice research to prove the feasibility and value of optimizing writing assessment in secondary school with principles of language communication. The paper is divided into four parts:The first part is introduction, which focuses on the purpose and value of this study from the perspectives of the origin of this research, writing assessment in secondary school and analysis of pedagogical literature.The second part gives a thorough analysis of the current status of teaching of writing in secondary school, addresses problems that exit in different aspects of writing assessment, analyzes the characteristics and relationship between the subject and object in writing assessment and then points out the significance of attaching importance to the communication relationship in writing assessment.The third part starts from the problems in the practices of writing assessment, analyzes the content of writing assessment on the basis of second part and concludes that language communication skills occupy an important place in secondary school writing assessment. It then explores the methods of developing language communication skills of middle-school students and pointing out the significance of language communication principles in writing assessment.The fourth part proposes solutions to various problems in writing assessment. It tries to give advices to optimize teaching assessment in secondary school from the aspects of the subject and objects, content and method. It then gives an example of a writing assessment practice to prove the rationality and feasibility of the idea.In the last part, the paper reviews the deficiency of this study and the value of continuing this research, and hopes that, through the efforts of this study, it could raise the attention of educators to the important role of language communication in different aspects of Chinese teaching, and finally, improves Chinese literacy of the students.