Study On Junior High School Chinese Teachers' Assessment Literacy And Its Cultivation Under The Background Of Core Competency

Ministry of Education has issued a document named “Views on the Comprehensive Deepening of Curriculum Reform,and Implementing the Task of High Moral Values' Establishment and Cultivation of Ministry of Education ” as its number 4 document at 2014,regulated that the cultivation of students' core competence is the basic position of deepening the curriculum reform and the implementation of moral education goal,meanwhile,higher requirements are put forward for the evaluation activities throughout the instructional process of Chinese course.Greater demands for Chinese teachers' assessment literacy are raising,because abandoning the practice of emphasizing on discrimination and result,underestimating for development and process,actualizing a turning from assessment of results to that of core literacy all of them are inevitably necessary in this historical background.Improving the assessment literacy of junior middle school Chinese teachers is not only the inevitable requirement of the new era,while further deepening the curriculum reform,but also the internal needs of Chinese teachers' professional development.However,the practical situation of assessment literacy of junior middle school Chinese teachers is not optimistic.And the levels of assessment literacy of Chinese teachers in different backgrounds are uneven.Problems are significant.Hence,based on the core competence,analytical framework of the assessment literacy of Chinese teachers was built,also investigation and causes analysis of the assessment literacy of junior middle school Chinese teachers were put in this thesis according to the framework.It is necessary to carry out the operable cultivated strategies on account of both the framework and practical situation.This thesis mainly has developed in the following six parts:The first part is about introduction.This part mainly introduced the origin,the literature review,the purpose and significance,the thinking and methods,the difficulty and innovation of the research.The second part,the author emphasized on conceptual clarification.In this part,the connotations of the four academic concepts: core literacy,Chinese core literacy,assessment literacy and teacher assessment literacy were clarified.The author agreed that teachers' assessment literacy under the guidance of core competence is the knowledge,skills and concepts which teachers need to be engaged in educational assessment activities.The purpose of instructional assessment of Chinese teachers in junior middle school is to promote the cultivation of students' core competence and improve Chinese instruction.Part three: essential deconstruction.This part firstly discusses the new requirements of the current situation on the evaluation of Chinese teachers in junior middle school based on the core competency,the physiological and psychological characteristics of junior high school students and the characteristics of middle school Chinese subjects.At the same time,under the guidance of existed research,the analytical framework of the assessment literacy of Chinese teachers was constructed to direct the follow-up parts.Part four: investigation.In this part,the author mainly investigated the current situation of junior middle school Chinese teachers' assessment literacy by questionnaire,hoping to see actual status and levels of the assessment literacy,individual differences and influencing factors of junior middle school Chinese teachers through at some districts of Chongqing.The survey found that the actuality of assessment literacy of the teachers was short of where it ought to be.There are some phenomena such as the imbalance between internal structures,the deviation of the essential understanding,the partial attitude and unfavorable environment of assessment existed.Part five: seeking truth from the source.The author summarized the factors that affect the development of the assessment literacy of junior middle school Chinese teachers from two stages: pre-service training and post-service development.In the stage of pre-service training,the main concerns are the assessment of curriculum,normal school students' own requirements,experiences and some other factors.In the post-service developing stage,the author mainly focused on the cultivating system,environment,practice and self-awareness of assessment,plus other elements.The sixth part was about methods of cultivation.This part is mainly based on the structure of assessment literacy of Chinese teachers combined with the analysis of reasons to list the cultivation means of that of the teachers.The training paths of “one concept,two principles and three countermeasures” have been put forward: adhering to the concept of developing students' core literacy;persisting in overall cultivating and practice-oriented principles;and insisting on the strategy of a joint management of three subjects-the government,schools and individual teachers.The innovation of this research is as follows: firstly,the research topic is new.There are few studies on teachers' assessment literacy based on Chinese course,especially in the era of core competence.This research of the assessment literacy of junior high school Chinese teachers which is based on the core competence as a new research topic has a certain meaning.Secondly,the thoughts of research are fresh.This paper made a creation by probing into an ontological exploration of the assessment literacy of the teachers,and analyzing the underlying causes that influenced and restricted the teachers' assessment literacy from the perspective of concept and practice.Finally,based on the gap between teachers' assessment literacy and the requirements of core competence,the author put forward feasible strategies for the development by originally using comprehensive methods of literature research,survey by questionnaires,method of interviews for an overall investigation of teacher assessment literacy.