The Study Of Instructional Evaluation On Senior High School Novel And Drama

Novel and drama are two important literary forms used in Chinese teaching materials in high schools. They can edify students’sentiment as well as improve their aesthetic appreciation ability. Therefore, in accordance with the requirements of new curriculum standard and the spirit of curriculum reform, senior high school Chinese teachers need to consider how to make a better instructional evaluation on novel and drama than they did before.Novel and drama instructional evaluation is supposed to promote the students’ Chinese accomplishment fundamentally and to respect the writing styles and characteristics practically. Singularity of evaluation subject, evaluation focusing more on knowledge than on practice, and ignoring personalization are currently the main problems of high school novel and drama instructional evaluation. This phenomenon mainly relates to the current college entrance examination system, subjective and objective factors of the urban high school teachers and students, and the school policies and educational conditions.On account of the reflection upon current novel and drama instructional evaluation problems in urban senior high schools, and combined with the author’s own teaching practice, the innovative evaluation on novel and drama has been developed. The primary task of evaluation is to innovate evaluation environment, namely, to prepare for the implementation of the evaluation. Next, it comes to implementation stage, i.e. the operation of the evaluation. This phase is to break singularity of evaluation subject, and also make students and parents main evaluation subjects, and thus form such a triple or even a multiple evaluation system as what includes teachers, students and parents. What’s more, the evaluation method will change from examination to classroom assessment, the main way to check students’ study result. And the open homework design will become auxiliary aid to test study result. At the same time, when examining the three elements of the novel and drama conflicts on the basis of the unified evaluation content, teachers should supplement it by a personalized evaluation content; focus on the dynamic evaluation and interaction between teaching and learning, make full use of the elective course resources, increase multiple personality factors on evaluation; observe students differences, implement stratified evaluation. Teachers should also fully consider the style practicality of novel and drama in the evaluation, and evaluate the results as well as the attitudes.Innovations in novel and drama instructional evaluation can greatly inspire the enthusiasm of students learning novel and drama, improve the students’Chinese accomplishment and stimulate the interaction between teachers and students; besides, the screenplay and tour activities, based on the practice, can improve the students’ ability of oral communication and practice. But the innovation evaluation system is not enough mature and evaluation reports are relatively rough, which could not be either used to make concrete analysis on the performance for each student or to put forward suggestions for them. And other students couldn’t fully adapt to this autonomous detection models, and thus they haven’t actively participate. Evaluation involves many aspects, and it hard to administer like examination, which has a uniform standard. Therefore, its levels are difficult to assess. Students’heavy learning task makes practice activities more hasty and also discount the effect.