Study On The Evaluation Of Philology Group Reading Teaching In Primary School

Group article reading teaching as opposed to a single reading teaching is a new way of reading teaching,in the domestic primary philology teaching in recent years a wide range of influence.But the group article reading teaching evaluation research development is relatively slow,and evaluation and teaching and learning are a trinity.The relationship between the evaluation set in the process of teaching and learning is an important component,at the same time,its significance is very profound.Therefore,this thesis will take the stage of primary philology article reading evaluation as the research object to fully understand the situation of reading teaching,on the basis of the teacher's teaching,the students accept the two major dimensions of group article reading teaching evaluation,and will feedback the evaluation result for the teaching,improve the effectiveness of the group article reading teaching.The first chapter is to introduce the current situation of philology reading teaching evaluation,analyze the questionnaire data,understand a line of Chinese teachers of the real views of reading teaching,and to judge whether the reasons of slow development.At present,the application of Chinese reading teaching evaluation is not very wide.Most teachers affirm the positive role of evaluation,but have a neutral attitude towards the efficacy of evaluation.The main reason is that the effectiveness of the evaluation is not high and the lack of evaluation system,which provides reference for group article reading teaching evaluation research.The second chapter appraises the teacher's teaching in the primary school philology group article reading teaching.In the evaluation of teachers' teaching,it is necessary to pay attention to the three aspects of the selection of group articles,teaching strategy and teaching effect.First of all,the section of group articles is an important part of the teacher's teaching design.At the same time,we should pay attention to examining the appropriation of issues,the selection effect of text and the effectiveness of problems in design,so as to achieve the feedback of the selected group articles.Secondly,the teaching strategy used by teachers is also one of the evaluation contents.The appropriate choice of classroom structure,flexible teaching method and reasonable selection of auxiliary facilities are all important factors that influence the teaching of group article reading.Finally,the teaching effect is also a non-negligible evaluation content.The presentation of the teacher-student relationship and the certainty of the teaching effect are the entry points of the evaluation.The third chapter is the evaluation of students' reading teaching in the elementary school philology group article reading teaching.This chapter uses two methods to evaluate the acceptance of students in the group article reading teaching.First of all,the method of classroom observation is used to quantify the specific behaviors of students,such as goal achievement,social relationship,subject emotion and cooperative learning.Secondly,the form of reading feedback is a new and interesting test to evaluate and feedback the students' learning results,in order to find out the students' lack of knowledge and grasp the real learning situation of the students.In the end,the evaluation and research of the group reading teaching is still relatively slow.In order to promote its development,it is necessary to attach great importance to the following aspects.In concept,we should advocate the consistency of teaching evaluation,pay attention to the evaluation of learning,and advocate the multivariate evaluation method.In the implementation,it is better to establish a reasonable evaluation standard and highlight the particularity of the group reading teaching.