Research On The Application Of Performance Evaluation In Chinese Language Teaching In Beginning

In junior middle school Chinese teaching,the teaching of classical Chinese content has always occupied an extremely important position.Students can accumulate knowledge and improve their thinking by learning through the chapters of classic classical Chinese.However,in contrast to the current state of Chinese language classroom teaching in my country,it should be the classroom evaluation in the teaching part,and its actual effect still needs to be enhanced.In the context of the new curriculum reform,performance evaluation,as a formative evaluation,can effectively play the role of instruction and instruction.Based on the current status of Chinese language teaching at the beginning and its own characteristics of performance evaluation,this research attempts to achieve an organic combination of the two.Using a variety of research methods such as literature research method and survey method,it is planned to study the application of performance evaluation in the teaching of Chinese language at the beginning of the period from two aspects of theory and practice.It is divided into five parts:The first part: Introduction.Introducing the origin of the research of this article,from both domestic and foreign perspectives,reveals the current research status of performance evaluation and early Chinese language teaching.In view of the content to be studied,select appropriate research methods and explain them,revealing the significance and value of this research.The second part: the selection of strategies for evaluating Chinese language learning at the beginning of the year.Follow-up lectures on the elementary Chinese language classroom teaching,analyze the lesson examples and related documents,and find that most of the current early Chinese language learning evaluation methods use traditional paper-and-pencil tests,and the evaluation methods are relatively simple.They often focus on investigating the final learning results of students,and promote students’ comprehensiveness.There are certain shortcomings in development.Therefore,in view of the existing problems,the author found the performance evaluation,combined with the characteristics of classical Chinese teaching,and carried out a theoretical analysis on it.The third part: Investigation of the application status of performance evaluation in Chinese language teaching at the beginning of the year.The questionnaire method and interview method are used to scientifically and quantitatively process and analyze the data,revealing the actual application of performance evaluation in the current Chinese language teaching.And attribution is made from three aspects: evaluation and learning motivation,evaluation concept and method,and teaching element system.The fourth part: the exploration of the application of performance evaluation in Chinese language teaching at the beginning of the year.From the four aspects of the formulation of evaluation goals,the design of performance tasks and scoring rules,and the participation of evaluation subjects,the general principles that should be followed in the implementation of performance evaluation are proposed.Under the principle,four procedures are further proposed and designed around "learning objectives","performance tasks",and "scoring rules",and the four procedures are explained one by one.The fifth part: Case-innovative research on the integration of performance evaluation into early Chinese language teaching.According to the implementation steps proposed in the fourth part,the author carried out two cases of cooperative research in the middle school where the intern was located.Based on two classical Chinese essays in the first volume of the eighth grade: "The Foolish Old Man Moves the Mountain" and "An Acknowledgement in Chinese Books",two case studies of "debate competition" and "writing" were carried out respectively.And in the form of a syllabus,this was designed and analyzed,and important research findings were obtained.