In order to effectively implement the evaluation of Chinese subject scoring system, our school has explored various practical channels under the organization of the leading group of Chinese subject scoring system evaluation.

(1) Try to develop performance evaluation tools to change the single evaluation in the past.

In the pilot study of the project in the 20 13 academic year, based on the curriculum standards, our school formulated the self-evaluation form, mutual evaluation form, parent evaluation form and teacher evaluation form, and revised them repeatedly to make them more operational. To this end, we have also produced a Chinese academic evaluation manual for first-year students. On this basis, we should constantly revise the evaluation scale, establish a closer relationship between curriculum standards and evaluation scale, and enhance their consistency. On this basis, teachers of other grades are encouraged to refine curriculum standards, try to formulate evaluation scales and implement graded evaluation in teaching. In this process, it is mainly reflected in the following aspects of evaluation:

Multidimensional evaluation. In the formulation of evaluation standards, we divide the evaluation dimensions into learning interest, learning habits, learning methods and learning effectiveness according to the Chinese curriculum standards. Through the study of these evaluation factors, I hope to give students a comprehensive evaluation and promote their development.

Multiple evaluations. Chinese learning includes pinyin, literacy, reading aloud, writing and oral communication. Therefore, the evaluation scale should also include these aspects. We should pay attention to different aspects when designing the evaluation scale, focus on it in the implementation process, and give full play to the role of the evaluation scale.

In the process of implementing the scale, we should also pay attention to regular self-evaluation, mutual evaluation, parent evaluation and teacher evaluation, and exchange different chapters for the number of stars. Different chapters will get different honors at the end of the semester. This practice embodies the spirit of the grading system and can change the previous evaluation with a single standard and a single way.

Of course, the implementation of the scale needs to be constantly improved, refined and deepened, so that long-term practice can fundamentally change the oneness of evaluation.

(2) Carry out comprehensive activities to promote diversification of evaluation.

Chinese curriculum standard points out that Chinese subject is a comprehensive and practical course, so the evaluation of students' Chinese learning can also be diversified. For example, the activity of "Happy Little Xin Wei, Great Wisdom" carried out in the first grade of last semester in our school is a comprehensive activity to test students' learning effects in pinyin, words and sentences in a breakthrough way. Next, we will continue to study the specific presentation of such activities, carry out them at different levels, and implement hierarchical evaluation.

Chinese courses also pay special attention to the cultivation of students' interest in extracurricular reading. We can't use a specific yardstick to evaluate such requirements. We can judge students' extracurricular reading by reporting the number of books they read every day, the time and pages of extracurricular books (or taking the extracurricular reading record book being developed by the school as the carrier and combining the school's "reading festival" activities) and other activities, and regularly introducing students' reading feelings.

Some comments on students' tabloid design, daily homework and role-playing are also graded evaluations, and we will think and try in the process of implementation. Of course, we should choose the appropriate evaluation method according to different evaluation contents.

(3) Implement equal evaluation and improve the scientificity of evaluation.

Compared with the evaluation of test scores, the grading system is more vague and more conducive to the development of students. Some contents of Chinese subject are suitable for testing students' learning situation through paper-and-pencil test, and some contents cannot be simply reflected by scores. Therefore, in addition to using performance evaluation tools for hierarchical evaluation, we can also use comments for appropriate evaluation. This way of grading and commenting includes quantitative evaluation and qualitative evaluation, which makes it more scientific and effective.

5. Pay attention to reflection and experience accumulation, and improve in practice.

In practice, we should conscientiously sum up and refine our experience, such as holding regular working meetings and seminars, to guide teachers to further change their concepts, actively participate in educational reform, and improve evaluation in practice. At the same time, teachers are required to write cases, reflect on them in time, and integrate learning, doing, research and innovation. With the active participation of teachers, we will continue to deepen the educational reform and deepen the practice of grading evaluation, help students change their learning attitude, cultivate good study habits, participate in learning independently, and realize the goal of grading evaluation to promote students' all-round development.

6. Carry out home-school interaction to form a joint educational effort.

For the grading evaluation of schools, we should first publicize to parents, change the concept of "judging heroes by scores" and increase parents' recognition of this reform.

In the process of implementation, the first grade takes the monthly parents' open day as the main position to introduce the measures and effects of peer evaluation to parents, and other grades hold regular parent-teacher meetings and family committees to listen to parents' opinions and suggestions on peer evaluation. By strengthening the communication between schools, teachers and parents, we can promote the standardization, scientificity and effectiveness of school education and teaching activities.

We hope that under the guidance of the concept of "happy learning" in experimental primary schools in districts and districts, we will lay the foundation for students' happy learning and promote their all-round development through continuous practice and reflection on scientific evaluation methods.