Research On The Development And Application Of Rubric For Narrative Compositions In Junior Middle School

The teaching of Chinese writing has always attracted people's attention.Because of its complicated operation and difficult guidance,it has always been a difficult problem for Chinese teaching in middle schools.Research shows that scientific rubric can promote the improvement of students' writing ability,so developing rubric is one of the important ways to solve the problems in writing teaching.However,the research on the development of writing rubric in China is still relatively weak.This study focuses on the development of rubric for narrative composition writing in junior high school.Through the study of curriculum standards,test descriptions,relevant writing rubric,and narrative composition writing principles,combined with academic analysis,it attempts to construct appropriate junior high school narrative The grading rules for similar composition promote the improvement of students' writing ability.This thesis consists of four chapters.The first chapter mainly discusses the application value of rubric in narrative composition teaching in junior middle school.Discussed from the characteristics of the rubric themselves and the theoretical basis and practical requirements for developing rubric for narrative composition.The second chapter is the status survey.Through questionnaires and interviews with students and teachers,learn about teachers and students' understanding of grading rules and the current application of grading rules in real composition teaching.The survey results show that teachers and students have some understanding of the grading rules,but they do not know enough;the application of the grading rules in junior middle school composition teaching practice has a certain foundation,but there are still many obstacles to implement it in teaching.This requires teachers and students to work together to take targeted measures to solve the obstacles encountered in order to optimize the efficiency of composition classroom teaching.The third chapter is the key chapter of this article,that is,the development of grading rules for narrative composition in junior high school.Divided into two parts.The first is to determine the learning goals of narrative composition.Based on the integration of the curriculum objectives,test instructions,and cutting-edge theory ofwriting teaching,a general description of the writing goals of narrative composition is formed.The second is the development of standard-based grading rules.The development process of grading rules is elaborated to determine the subject status of students participating in the development of grading rules.Then the meta-rules were used to evaluate the rubric,and finally a more scientific narrative composition scoring rule was designed.The fourth chapter is action research.Taking the junior high school students of the internship class as the research object,the developed narrative composition writing rubric were applied to the composition teaching of the class.The study found that through the application of rubric,teachers have a more accurate understanding of the writing ability of each student,and can focus on the weak writing elements of students in future teaching.After the teacher teaches the grading rules to the students,some aspects of students' writing ability have been improved.For example,they have mastered the writing task more accurately than before,but there are still some writing elements that are not mastered,and the accuracy of student mutual assessment is not accurate.High,bad modification effect,etc.The grading rules formulated by teachers are not perfect and need to be continuously improved through teaching practice.In the process of teaching grading rules to students,teachers fail to help each student fully understand the connotation of writing grading rules.The problem is also a need to pay attention to in future teaching work.