Study On The Evaluation Of Modern Prose Reading's Subjective Questions In Middle Schools

Prose is poetic.It is an expression of the author's personality and unique emotional experience through beautiful and timeless expression.Learning prose plays an essential role in cultivating students' reading ability,aesthetic ability and Chinese core literacy.Prose is the dominant genre of junior middle school Chinese textbooks and a direct embodiment of the humanities of the Chinese language discipline.It is also an important carrier for emotional education,aesthetic education,and personalized education for students.Therefore,it becomes a must-read text for large-scale exams in China.With the continuous reform of the language examination and evaluation,the subjective questions gradually replace the objective questions in the reading test of the prose reading.Thus,the degree of openness is increased.The new evaluation form puts emphasis on the evaluation of the high-level reading ability and the investigation of the individualized emotional experience.However,compared with the composition scores,the scores of subjective questions in prose have not received corresponding attention.After the realization of the "double review" and "three comments" in the composition,the subjective questions of prose reading are still under "single assessment",and the recognition of scoring errors is insufficient.Under the guidance of the point-by-point scoring method,there are many problems in the establishment of scoring standards,the adoptation of scoring methods,and the development of the scoring process.The process of the assessment of subjective answers is just like picking up mushrooms.The scoring process is to scan the keywords.As a result,it pays much attention to the comprehensiveness of the answer,pays less attention to the language expression,focuses only on the right part,ignores the error information,pays attention to the answer and common thinking,and pays less attention to the personalized emotional experience.Such a scoring method obviously does not play a effective role in evaluating students' prose reading literacy,which results in asking for perfection in prose reading teaching,dismembering the text and excessive interpretation.Because the answer tends to be general,so such a scoring method can not reflect the profound thinking of the student.Through analyzing the scoring requirements for prose reading and the stylistic features of prose reading in the New Curriculum,the author attempts to interview and investigate the scores of prose reading subjective questions on the large-scale examinations such as the middle entrance exam and the simulated exam of the middle school.After consulting a large number of students' answers and teachers' rating,and combining with advanced reading assessment concepts at home and abroad,the author analyzes their existing problems and put forward some suggestions.The whole paper consists five parts.The introduction part mainly introduces the backgroundof the research,the significance and innovation of the research,analyzes the current research status at home and abroad,enumerates the theoretical basis of the research,and the ideas and methods of the research.The first chapter defines the core concepts involved in this article.Starting with the stylistic features of the prose,it analyzes the scoring requirements for prose reading in the New curriculum and the Examination Outline.The second chapter,through summing up the investigation and interview,summarizes the scoring process of subjective questions,the method,the structure and the scoring method of the scoring standard of the subjective questions in prose reading,the quality control of the scoring,the use of scoring methods and the basic principles of the scoring operation.The third chapter explains the existing problems from the two parts of scoring tools and scoring methods in combination with the answers and grading of candidates in specific questions.In the fourth chapter,combining with the characteristics of prose,from the perspective of scientific fairness,the author puts forward suggestions on three aspects,namely the system of examination questions,the establishment of scoring criteria and the use of scoring methods.The fifth chapter is a conclusion of the whole dissertation.