Research On The Evaluation Strategy Of Chinese Reading Teaching In Senior Middle School From The Perspective Of Key Competency

As an important part of Chinese reading teaching in high school,teaching evaluation refers to the comprehensive investigation and value judgment of the reading amount and reading ability of the evaluated objects,aiming at fullfilling the teaching objectives of Chinese subject and improving students' Chinese key competency.However,in the actual teaching process of Chinese reading in senior high school,the teachers' consciousness and ability of designing and using teaching evaluation are not enough.Among the present research results of reading teaching evaluation,there are few monographs or systematic research results on teaching evaluation strategies.Therefore,it is necessary to study the evaluation strategies of high school Chinese reading teaching.This paper tries to highlight the reading teaching evaluation under the horizon of research on Chinese Key Competency,by means of literature research,questionnaire and classroom observation research.It also diagnoses the defects in the present reading teaching evaluation,and puts forward corresponding suggestions for improvement.The goal of this research is to make teachers and students play an important role in reading teaching evaluation,in order to enhance Chinese key competency of students.The first chapter is an overview of reading teaching evaluation based on Key Competency and its relevant theoretical inspiration.Firstly,the connotation of Chinese Key Competency is expounded from four dimensions:language construction and application,thinking development and promotion,aesthetic appreciation and creation,and cultural understanding and inheritance.Then it go as ahead to summarize the classification and function of evaluation and the target of reading teaching evaluation based on Key Competency.The last part briefly introduces meaningful learning theory,constructivism learning theory and relevant inspiration of high school Chinese curriculum standards.The second chapter comes with an investigation on the high school Chinese reading teaching evaluation and its result analysis.It mainly starts from four dimensions:practical effect of reading teaching evaluation,teachers' awareness of reading teaching evaluation,teachers' ability of reading teaching evaluation and the students' participation of reading teaching evaluation.Through data analysis and integration,the deficiencies of present reading teaching evaluation are mainly manifested as exam-oriented system and ambiguous evaluation criteria.Furthermore,Teachers do not pay much attention to the evaluation of reading teaching,and the gap between individuals within the teaching group is too large.Finally,the simplication of the main body of reading teaching evaluation,and the absence of students in reading teaching evaluation,are the two major factors that make reading teaching evaluation unable to achieve its value.The third chapter puts forward corresponding improvement strategies to address the deficiencies which are found in the investigation of reading teaching evaluation.In order to reverse the exam-oriented tendency of reading teaching,it is necessary to correct the evaluation consciousness and clarify the value orientation of evaluation.In order to improve teachers'attention and their implementation level of readining teaching evaluation,teachers' evaluation ability should be trained based on their career planning.Finally,in order to enrich the subjects of evaluation,especially to maintain the dominant role of students in learning,it is necessary to improve students' awareness and ability of self-evaluation and mutual evaluation,and actively construct the synergy of home-school education.The fourth chapter tries to propose a new strategy to meet the new challenge of reading teaching evaluation.The concept of "learning task group" proposed in the latest edition of high school Chinese curriculum standard has promoted a new reading teaching evaluation mechanism,which means reading teaching evaluation could be conducted according to learning task group.This strategy requires us to fully grasp the characteristics of learning task group,to highlight the key points of each learning task,and to take all the relationship between each learning task group into account.As a result,this study designs a reading teaching evaluation scale with feasibility and operability by integrating the measurable dimensions of teaching process in the actual reading class.