Encouraging Evaluation Applied Research In The Composition Teaching Of Rural Junior Middle School

Composition teaching is an important content of Chinese teaching,and composition evaluation is an indispensable part of composition teaching.Rural teachers often pay attention to the results of writing,and generally use scoring or writing comments to evaluate students' compositions.but students' writing process is often neglected,This is a very singular way of essay evaluation,lacking motivation,and the sincere dialogue between teachers and students is blank.According to the requirements of the compulsory education Chinese curriculum standards: teachers should pay attention to " Teachers should explore the incentive function of evaluation,and actively use the incentive evaluation to achieve the purpose of students' development " but,motivational evaluation can not only increase the writing interest of rural students,but also can stimulate students' writing motivation and enhance their confidence in writing.Therefore,applying incentive evaluation to composition teaching in rural junior high schools is a new direction for studying composition teaching evaluation.So,the author takes the rural A junior high school in Hechuan District of Chongqing as the research object,based on relevant research results at home and abroad,and uses Bandura's self-efficacy theory,Skinner's reinforcement theory,and Maslow's hierarchy of needs as the theoretical basis.The literature research method,questionnaire survey method,interview method,etc.analyze the current situation of composition evaluation in rural junior high schools.Through analysis and research,understand the guiding ideology of implementing incentive evaluation in rural junior high school writing teaching,and establish the principles that need to be followed in implementation,And finally put forward the corresponding solution strategy.Provide a theoretical basis for rural Chinese teachers to implement motivational evaluation in writing teaching.