Research On The Practice Of Classroom Assessment Of Chinese Tearchers In Senior High Schools

Teacher classroom assessment content is an important part of classroom assessment research.The high school Chinese classroom is a key occasion for students to develop their core literacy.Teachers pay attention to their own development through the attention to the evaluation content,which can effectively promote the overall development of students' language literacy.From the perspective of student development,this paper conducts a series of investigations,observations and analysis on the current situation of classroom assessment content of high school Chinese teachers,trying to reveal the problems of high school Chinese teachers in paying attention to classroom evaluation content,and analyze the causes and propose targeted ones.The strategy demonstrates the influence of teacher evaluation content on student development,establishes an effective evaluation index system,and then comprehensively and effectively evaluates students under the guidance of indicators,in order to cause high school Chinese teachers to pay attention to classroom assessment content,with a view to Enrich the content of theoretical research in the evaluation of Chinese classrooms,and provide a practical research material for in-depth study of Chinese classroom evaluation.Through questionnaires,classroom observations,etc.,combined with the results of literature surveys,it is found that there is an incorrect teacher evaluation awareness in the classroom assessment content of highschool Chinese teachers,and the emphasis on classroom assessment leads to the teaching "one word";the teacher evaluation content lacks index guidance and cannot achieve effective The effect of classroom assessment;teachers in the classroom,one-sided evaluation of students' learning behavior,more emphasis on knowledge and ability,less attention to processes and methods,emotional attitudes and values.From this,the reasons for the problems are mainly analyzed,such as the pressure to study,the evaluation of the mindset,and the mismanagement of teachers.In order to make the classroom assessment content produce the expected good results,it is necessary to establish the evaluation content operation index for different text types classroom teaching,to strengthen the teacher classroom assessment consciousness,to reasonably cope with the pressure of entering the school,to overcome the negative influence of the evaluation mindset,and to avoid mishandling.The full text is divided into five chapters.The introduction mainly discusses the background and purpose of the research.It analyzes the research status and development trends at home and abroad,explains the methods used in the research process,and evaluates and evaluates the two key concepts related to the classroom.Defined.The first chapter is the investigation of the current situation of classroom assessment of high school Chinese teachers,including the design of questionnaires and the description of classroom observation indicators,and the results of the survey.The second chapter analyzes the classroom assessment of high school Chinese teachers reflected in the survey results,and further explores the reasons behind the problems.The third chapter proposes corresponding solutions to the problems that arise,including correcting the evaluation consciousness and establishing evaluation indicators.The fourth chapter applies the established evaluation indicators to classroom teaching and conducts case analysis.