Second, respect students' urgent needs and laws of physical and mental development, and respect students' emotions.
Third, pay attention to arouse students' enthusiasm.
Fourth, pay attention to the needs that are conducive to the development of students' language ability.
Scientific evaluation system is an important guarantee for the effective implementation of the new curriculum concept and new training mode. The revised curriculum standards continue to emphasize the combination of formative evaluation and summative evaluation, increase the evaluation dimension, pay attention to both the learning process and the learning results, and strive to embody the core concepts of "people-oriented" and "cultivating social adaptability and cross-cultural talents" in the curriculum content. Curriculum standards specifically discuss and require all aspects of evaluation from nine points. They are: 1. Give full play to the positive guiding role of evaluation. 2. Reflect students' dominant position in the evaluation. 3. Determine the evaluation contents and standards according to the requirements of curriculum objectives. 4. Pay attention to the rationality and diversity of evaluation methods. 5. Formative evaluation should be conducive to monitoring and promoting the teaching process. 6. Summative evaluation should focus on examining students' comprehensive language use ability. 7. Pay attention to the relationship between teaching and evaluation. The evaluation of primary schools should focus on encouraging students to learn. 9. Reasonable design and implementation of junior high school graduation examination. These nine aspects are not a complete theoretical exposition, nor can they completely contain all the contents of evaluation. The emphasis is on discussing the evaluation methods and practices related to classroom teaching. The success of evaluation reform depends on whether teachers can effectively apply the evaluation concepts and means of curriculum standards to daily teaching, whether they can use scientific and reasonable evaluation methods to help students know themselves, improve their learning, help teachers improve teaching efficiency and help schools manage teaching. The revised curriculum standard emphasizes paying attention to students' subjective status and psychological development characteristics. Students are the main body of learning and evaluation. The determination of evaluation criteria, the selection of evaluation contents and methods, and the implementation of evaluation should all be aimed at promoting students' development, and the subjective position should not be simply understood as being decided by students themselves. High-stakes evaluation activities are mainly external evaluations, or the implementers of instructional design evaluate students' learning effects and development through evaluation methods. In this process, the designer of evaluation should carry out the concept of students' subjectivity in evaluation, fully realize that the purpose of evaluation is to promote students' growth, respect students' needs and laws of physical and mental development, respect students' emotions, and pay attention to mobilizing students' enthusiasm, and study, design and implement evaluation on this basis. Taking students as the main body is also reflected in the need for the whole evaluation design and implementation process to be conducive to the development of students' language ability. In the daily evaluation of compulsory education, including the summative or selective evaluation of senior high school entrance examination, there is only one macro evaluation goal, that is, it is conducive to the development of students. Students' English learning is a process of gradual growth and development. In this process, we should understand and respect the characteristics of students' stage development, design corresponding reasonable evaluation objectives according to the characteristics and needs of teaching stage, and choose and adopt appropriate methods for evaluation. In other words, there should be different evaluation methods, contents and forms for students of different classes. Curriculum standards also suggest that students should be active participants and collaborators in various evaluation activities, and the design of evaluation activities should be conducive to students' active participation. Such an evaluation must not be achieved by a cold multiple-choice exam. We should make classroom teaching evaluation a part of teaching and serve students' growth goals. The selection of evaluation methods should conform to the students' growth stage and cognitive characteristics, and have the characteristics of Chinese teaching content and activities, activities, processes and cooperation; Rich in form and vivid in content, which can attract students' attention and stimulate their interest in participation; At the same time, it is convenient to operate, which is beneficial for students to do things with language, so that the evaluation concept and operation reflect the idea of respecting students and putting people first. Teachers should guide students to learn to use appropriate evaluation methods and feasible evaluation tools, understand evaluation criteria and learning process, find and analyze specific problems in learning, actively reflect and standardize their learning strategies, know themselves, establish self-confidence, and constantly clarify their own direction of efforts. Learning to evaluate one's learning progress through reflection is one of the goals and tasks of student-centered evaluation design. It is an essential learning strategy and metacognitive ability for successful learners to let students better understand their progress and shortcomings in evaluation, and it is also one of the development goals of English teaching.
9. Considering the cognitive habits of junior high school students, can the reading skills test methods in junior high school English be more abundant and closer to the real language application? Junior high school English reading skills can be measured and evaluated by procedural knowledge, and its essence is the establishment of production system. Procedural knowledge is first expressed in the form of propositional network or declarative knowledge, and then it is initially formed in a productive way through procedures and combination mechanisms. After practice under various conditions, a series of operation steps form a large integrated step, thus forming a production system with intelligent level. Procedural knowledge is divided into pattern recognition and operation/sequence program. The measurement methods of pattern recognition ability mainly include discrimination and classification. The measurement of operation/sequence program not only requires learners to have the ability of pattern recognition, but also reflects learners' ability to perform a series of operations under different conditions, such as variant or situational change. The standard of measuring and evaluating procedural knowledge is based on the classification of procedural knowledge. Problem solving consists of four steps: problem characterization, design of problem solving steps, implementation of problem solving steps and monitoring. After the task analysis of procedural knowledge, we can design the test. The following forms can be used in measurement and evaluation: 1, differentiation: measurement and evaluation distinguish targets. We can present a standard stimulus to learners, and then present some alternative stimuli, asking learners to answer which stimulus is the same as the standard stimulus. We only evaluate learners' perceptual differences. 2. Specific concepts: the measurement and evaluation of specific concept goals depends on whether learners can identify known concepts from relevant content; The form of examination is often multiple-choice questions, and the options include positive examples and counterexamples of concepts, so that learners can make choices. 3. The concept of certainty: the definition of measurement and evaluation has two forms: selective and constructive. The substitution method is the same as the concrete concept measurement method. The construction method requires the learner to give a positive example or a counterexample of a concept he has never seen before, and requires the learner to explain why this example is an example or not of a concept, especially to ask and answer questions in the learner's own words. The examples used in the test should not appear in textbooks or exercises, otherwise the investigation of cognitive ability will become the investigation of memory behavior, which will affect the validity and reliability of the evaluation. 4. Rules: The target form of measurement and evaluation rules is mainly constructive. Carefully designed selective tests can be used to evaluate rules. However, attention should be paid to carefully designing interference items to reflect the possible mistakes of learners, and at the same time, there should not be too few interference items, otherwise learners' guesses will affect the validity and reliability of measurement and evaluation. To solve the above problems, we should pay attention to two points. First of all, we should strengthen the study of learners' errors, analyze the causes of errors, and then design tests. The other is to strengthen the study of situational variables, which is also very important for test design. 5. Advanced rule or problem solving: This ability is the ability to comprehensively apply several rules and create a new rule. The creation here is of course aimed at a certain situation. Constructive tests should be used to measure and evaluate the goal of problem solving. The specific measurement can be carried out from the aspects of problem representation, problem solving plan, implementation steps and strategies, metacognition use and so on. 6. Measurement and evaluation of strategies in acquisition of procedural knowledge: Since the initial stage of acquisition of procedural knowledge is declarative knowledge, declarative knowledge learning strategies can also be used in the early stage of procedural knowledge learning. However, there are some special strategies in procedural knowledge learning, which are also the focus of measurement and evaluation, such as measuring and evaluating learners' ability to test hypotheses, measuring and evaluating learners' ability to choose effective sequences, and reflecting learners' metacognition level by measuring and evaluating learners' "self-efficacy" in acquiring procedural knowledge. That is to say, on the one hand, learning should be evaluated from multiple dimensions and levels; on the other hand, evaluation should be based on reflecting the differences of learners' thinking level in the process of knowledge construction, such as the differences in knowledge framework, the ability to select effective sequences, the level of strategies, and the ability of meta-cognition. This requires us to encourage learners to use their brains in teaching, not to pursue the only answer, to do more exploration, and to focus on the future development of learners rather than limiting the content. The uniqueness of the answer does not conform to the idea of modern knowledge construction, nor does it conform to the openness of human knowledge structure. The measurement and evaluation of teaching is not only the purpose of teaching, but also the starting point of teaching. To improve teaching, on the one hand, it is necessary to deeply study the process of learners' knowledge construction; On the other hand, we should design tests to measure and evaluate learning. 10. What is the skill development goal of junior high school English writing? How can we detect it? What are the advantages and difficulties of using the combination of reading and writing for detection?
The goal of cultivating junior high school English writing skills is:
(1) You can collect reference materials according to your writing requirements.
(2) Be able to independently draft essays and messages, and modify them under the guidance of teachers.
(3) Common conjunctions can be used to express common order and logical relationship.
(4) can simply describe people and things
(5) Be able to write simple paragraphs and explanations according to the given chart.
The combination of reading and writing is conducive to cultivating students' comprehensive ability, but students will copy the model essay and have no independent thinking. There is no definite teaching method, so teachers need to innovate boldly and explore effective methods to better educate students.