Research On The Application Of Formative Assessment In Junior Middle School Chinese Composition Teachin

With the continuous development of our country’s curriculum reform,formative evaluation is also gaining more and more attention.How to better use formative evaluation methods in junior high school composition teaching,is still an urgent problem to be solved.Formative evaluation has the characteristics of process,diversity,openness and development,through the research on the characteristics and functions of formative assessment,this paper analyzes the significance of the application of formative assessment in junior middle school Chinese teaching.In junior high school composition teaching,it has the functions of diagnosis,feedback regulation and motivation.On the basis of theoretical research on the implementation model and operational steps of formative evaluation,the experimental design of formative evaluation applied to junior high school composition teaching was carried out.Decompose the steps of formative evaluation in Chinese composition teaching in junior high school,determine the subject and object of evaluation,clarify evaluation objectives,select evaluation tools,collect and organize the information in the process of evaluation implementation,analyze and give feedback.Through a three-month experimental study on 77 students in two classes taught by the same Chinese teacher in the second grade of a middle school in Suining City,Sichuan Province,the evaluation was integrated into the Chinese composition teaching in the experimental class,while the control class maintained the original teaching mode.The students’ composition scores before and after the experiment were collected through the test method to observe the impact of the application of formative evaluation on students’ performance.Through questionnaires,the students’ attitudes towards writing were collected before and after the experiment,and the data were sorted out using the social statistics software SPSS26.0 to analyze the impact of the application of formative evaluation in junior high school Chinese composition teaching on students’ writing attitudes.By integrating the materials in the writing growth portfolio,qualitatively analyze the application effect of formative evaluation in junior high school Chinese composition teaching.Through qualitative and quantitative analysis of the data and data formed during the experiment,and the application effect of formative evaluation in junior high school composition teaching,the following conclusions can be drawn:(1)Formative evaluation can improve students’ writing performance.There is a significant difference in the mean values of students’ composition scores before and after the test;(2)The application of formative evaluation in Chinese composition teaching can improve students’ Chinese learning attitude.In the process of teaching writing,dividing the Chinese composition process into three stages,namely the pre-writing preparation stage,the practical operation stage and the post-writing reflection stage.In the pre-writing stage,teachers stimulate students’ interest in writing by appreciation of masterpieces.In practical operation stage,mind maps are used to cultivate students’ ability to conceive,and segmental exercises are used to train students’ expression skills.In the post-writing reflection stage,students’ self-assessment,group peer-assessment and teacher’s summary are used to evaluate the composition,to improve students’ writing skills.Feedback and evaluation information through teacher comments and cultural wall display of excellent works.Finally,this study has four implications for the current junior high school Chinese composition teaching: First,teachers should change their teaching concepts,not take students’ academic performance as the only evaluation method,but be good at discovering students’ qualities in other aspects,and guide them to improve students’ enthusiasm for learning composition;Second,composition teaching evaluation should reflect the main body of students status,and pay attention to the development of students’ writing process;Third,strengthen the special training of teachers’ formative evaluation;Fourth,adhere to the practice of formative evaluation in teaching.