A Study On The Present Situation Of Chinese Teachers' Assessment Literacy In Junior Middle School And Its Optimizing Strategies

In October 2020,the General Plan for Deepening the Reform of Education Assessment in the New Era issued by the CPC Central Committee and the State Council pointed out that it is necessary to reverse the unscientific orientation of educational assessment and give full play to the leading role of educational assessment.Assessment is an important link in the teaching process.Teachers' assessment literacy is related to the development of students,the implementation of national educational principles and policies,and the professional development of teachers.Under this background,the assessment of junior middle school Chinese teachers should change from "result assessment" to "core accomplishment assessment ".However,at present,the assessment literacy of Chinese teachers in junior high school in China is still at a low level,which can not meet the needs of educational assessment in the new era,which is also the beginning of this study.Based on this,this paper takes six junior high schools in Liaocheng as an example to investigate and study the assessment literacy of junior middle school Chinese teachers in order to understand the present situation of assessment literacy of junior middle school Chinese teachers in China through local speculation.This study consists of five parts,the first part is the introduction,which introduces the origin of the research,the current situation of related research at home and abroad,the purpose,significance,research methods and research innovation.At the same time,the two concepts of "assessment literacy" and "junior high school Chinese teacher assessment literacy" are defined.The second part is the theoretical research on the assessment literacy of junior middle school Chinese teachers,mainly through the literature analysis of the characteristics and structure of junior middle school Chinese teachers' assessment literacy.The third part is the practice investigation,through the questionnaire survey method,the interview survey method,the non-participatory observation method and so on research method has carried on the investigation to the Liaocheng six junior middle school Chinese teacher,and has made the correlation analysis to the teacher assessment ability and the assessment attitude,the assessment experience,the teacher background respectively.The fourth part is the reason inquiry,from the social environment,the school and the teacher oneself three aspects has carried on the elaboration,has carried on the analysis to the influence junior middle school Chinese teacher assessment accomplishment development reason.The fifth part is the optimization strategy,from the society,the school,the teacher own three aspects proposed to improve our junior middle school Chinese teacher assessment accomplishment.