Research On The Evaluation Path Of Senior High School Chinese Composition Based On Eisner’s Educational Evaluation Thought

Education evaluation in the new era shoulders the important mission of improving the quality of improving the quality of education and realizing the education would increase wisdom.How to effectively implement the inner spirit and core requirements of educational evaluation in the process of subject education and teaching reform is an important topic that needs to be considered and researched in various disciplines at the senior high school stage.Undoubtedly,as a basic subject with both instrumental and humanistic nature,comprehensiveness and practicality coexist,the quality and validity of Chinese composition writing and evaluation in senior high school also play an important role.However,the current high school Chinese composition evaluation work ignores the rich information such as individual growth experience,thinking quality and superior intelligence loaded by the composition,so its proper evaluation effect and unique educational value need to be stimulated.In order to get rid of the dilemma and bottleneck of the current high school Chinese composition evaluation,try to absorb the theoretical essence of Eisner’s real evaluation concept,educational appreciation and educational criticism methods,and carry out appropriate transformation and innovation to guide the evaluation of high school Chinese composition.Gradually clear the way of high school Chinese comosition evaluation under the guidance of Eisner’s educational evaluation thought.This action aims to effectively promote the reform process of the current high school Chinese composition evaluation work,and give full play to its unique educational value of “promoting development through evaluation” and “cultivating talents through evaluation”.In order to deeply grasp the current practice of Chinese composition evaluation in senior high schools,some teachers and students from grade 1 to Grade 3 of senior high school in S Middle School of Zhengzhou City and K middle school of Kaifeng city are mainly taken as the survey objects,and questionnaire survey and practice are carried out.Specifically,the current high school Chinese composition evaluation has some practical problems,such as the evaluation task is divorced from the real situation,the evaluation process lacks individual pertinence,and the evaluation results fail to reach the main expectation.The root cause is that in the current high school Chinese composition evaluation work,the evaluation concept of teachers and students needs to be optimized urgently,the evaluation literacy of teachers needs to be improved,and the evaluation guarantee mechanism is relatively absent.In order to effectively break through the practical dilemma encountered by the current high school Chinese composition evaluation work,fully absorb the quintessence of Eisner’s relevant educational evaluation thoughts,reconstruct a new article covering the preliminary preparation work.Through research,it is found that the high school Chinese composition evaluation work under the guidance of this path has shown relatively clear application results.First,it is beneficial to promote the reform process of composition evaluation system from “loose” to “integrated”,to help the development trend of composition evaluation content from “single” to “multiple”.Second,it is good for helping the development trend of the evaluation process from “fragments” to “whole area”,.Forth,it makes for accelerating the practical transformation of the evaluation results from “scoring” to “Educating people”.Through in-depth analysis of the typical cases of the application of Eisner’s educational evaluation thought to high school Chinese composition evaluation,combined with the practical experience and feedback opinions of first-line excellent Chinese teachers,we try to provide more appropriate optimization schemes and improvement strategies from four dimensions of school,class,teacher and student.Specifically,the school needs to establish and perfect the supervision mechanism of composition evaluation to provide institutional guarantee for composition evaluation co-group.Classes should set up and perfect the composition Evaluation Cooperation group to fully stimulate students’ inner writing and self-development potential.Teachers should optimize process evaluation records and enhance the reliability and validity of composition evaluation results.Students need to further enhance the typicality and education of the works in the composition portfolio,and provide the reviewers with personal information of reference significance and educational value.