Notes on "Case Analysis of Performance Assessment of English Reading Ability in Primary Schools"

1. Raising the question.

1. Introduction

First of all, I will use Bloom’s research results as an introduction to our lecture. Bloom proposed that early childhood intellectual development depends on reading. Research shows that about 44 percent of gifted boys and 46 percent of gifted girls begin reading before the age of five. Eighty percent of children with learning difficulties have dyslexia or reading difficulties. Another study shows that the age of eight to ten is the first golden period of reading in life, and it is also the most critical period for forming reading habits. This shows the importance of reading teaching in primary school.

2.? The relationship between the core competencies of the English subject and reading teaching

(1) The relationship between language ability and reading teaching. Language ability refers to the overall language use ability that integrates fragmented things such as pronunciation, vocabulary, grammar, and discourse, and finally uses language. When it comes to text reading, in addition to understanding the text after reading and learning the language knowledge after reading, it also includes some ideological interactions with the text and the author during the reading process. Then judge and analyze the views put forward by the author, and generate your own ideas from them. In this process, interact and express your own ideas.

What is the relationship between language ability and reading teaching? Through reading, we can learn language knowledge, discourse knowledge, and apply language knowledge. At the same time, we can cultivate language understanding and language sense, and form comprehensive language application abilities.

(2) Cultural awareness and reading teaching. In the process of reading, we come into contact with culture and at the same time develop cross-cultural understanding awareness and abilities. That is to say, in the process of language reading, you are exposed to culture at the same time. In this process, cross-cultural understanding is slowly developed. It can be said that language is the carrier and culture is the soul.

We can expand students' cultural horizons through reading. Reading can acquire Chinese and foreign cultures, which is a major way for students to acquire Chinese and foreign cultures. The main way to expand culture is through reading. Learning culture can give students a certain understanding of culture, and it can also help students have a deeper and more thorough understanding of the meaning of the texts they read.

(3) Thinking quality and English reading. The process of English reading not only relies on thinking, but also promotes thinking.

The text is the presentation of the author’s thoughts and opinions. When readers interpret text content, they need to participate in the reader's thinking. It is a collision of thoughts between the reader and the author during the reading process. Children's interpretation of the language and structure of texts helps form a way of thinking in learning English. As the amount of reading increases, Think? in English is gradually formed, a way and habit of thinking in English. The collision of concepts and thinking between readers and authors helps to cultivate students' critical thinking skills, and also helps to cultivate diverse and innovative thinking.

Therefore, during the reading process, students are asked more questions that trigger in-depth thinking.

(4) Learning ability and reading teaching. Learning ability refers to the learning methods and learning strategies used, as well as evaluating the effectiveness of these methods and strategies and adjusting them to find the most suitable way and method for learning foreign languages.

Reading teaching can cultivate students' reading strategies and develop students' reading abilities, including language interpretation ability, meaning understanding ability, information filtering ability, information storage ability, as well as reading speed and comprehension ability. Accuracy etc. Reading itself is an important learning ability. We say that the process from Learn to Read to Read to Learn is the process from a learner to a successful learner. In the process of reading teaching, we need to guide children from learn?as?a?reader?to act as?a character, and advance to think?as?a writer. Finally, put yourself in the author's shoes and think about what you read. At the same time, we can also go from feel?the?book to more profound know the book, and finally taste?the?book in more depth to achieve the purpose of in-depth reading. All in all, according to the requirements of the curriculum standards, the goals of reading teaching are to obtain text information, cultivate reading skills, learn language knowledge, expand cultural horizons, develop thinking skills, and improve humanistic qualities. Then use reading to promote writing, thereby improving writing skills.

There are three problems in reading evaluation. First, there is a lot of shallow reading, especially in primary schools. Overall, there is a lack of cultivation of thinking ability, whether it is activity design or exercise design, it is all about cultivating the ability to extract information at the surface level. In addition, it only satisfies students’ fragmented reading. The goal is to get points in the exam and read for the exam, not to develop thinking skills. Then, the reading teaching in the entire primary school lacks a long-term goal, lacks attention to students' subsequent learning, and even lifelong reading interests and abilities.

The 2017 version of "General High School English Curriculum Standards" clearly states in the area of ??evaluation suggestions: highlight the dominant position of core competencies in academic evaluation, and focus on evaluating students' development and growth. Therefore, how can we design primary school English reading performance evaluation activities based on the core competencies of the subject, so that our reading evaluation process can become a process for students to improve their language ability, obtain cultural information, develop their thinking level, and improve their learning ability, so as to achieve the goal of teaching What about the consistency of reviews?

2. Cases and Analysis

The second part will answer this question through some cases and analysis.

Case 1 is a book catalog. There are topics for each lesson in the catalog. Each lesson starts from which page number to which page number. But after students read for a long time in the future, they will encounter a basic ability to find the chapters they want to read.

Case 2 is a zoo poster. The content of the text includes not only the zoo’s closing and opening times, but also the ticket prices. There will be some animal shows in the zoo. What are the different animal shows and at what time? Visitors should pay attention to some rules when entering the zoo. The first thing students do is to judge. It is also the judgment of information, which also involves information reasoning and the ability to accurately grasp information. Let’s look at task two again. Please add a new zoo rule and add another sentence based on your life experience. The questions in this reading question are designed to stimulate students' reasoning ability, language use and creativity. At the same time, we will provide information on how to visit in a civilized manner, which is about cultivating moral integrity and cultivating people.

Case 3, the protagonist Judy received a three-point invitation letter at the same time. But the time is conflicting, they are all on the same day. Then you need to help him decide which one is most suitable. At the same time, we can judge some relevant information from these invitation letters. Looking at task?two again, in order to allow Judy to participate in the activities with the most appropriate identity and behavior, please use one or two sentences to give him a reminder of what details to pay attention to when participating in these activities. This open topic is also a combination of local culture and life. Some basic courtesy, etiquette, etc. in life were reflected back.

In Case 4, the two protagonists, Judy and Nick, came to China and wanted to buy train tickets to travel from Guangzhou to Beijing. Students read the ticket information and judge. In our life, when you get a ticket, you must also pay attention to the information on the ticket. In addition, there is another open-ended question: What should you pay attention to when traveling, especially when traveling in China? Give me one or two suggestions. Looking at the above four cases, we can see that the test questions come from life. When children complete the reading process of paper-and-pencil tests, they are solving problems in life, feeding back their life experiences, accumulated humanistic qualities, and their own qualities. When completing the tasks of these cases, students can express their true opinions and life experiences in language.

Case 6, read out the different phenomena in these two pictures and write them down. This activity is suitable for integrating reading and writing when students are just learning the present continuous tense. Students describe these phenomena while reading the pictures. There is no limited answer. As long as you understand it, read it correctly, and write it correctly, you'll be fine.

Case 7, read two pictures of giraffe and deer?. Both animals have some key information. After reading it, analyze it and write down two to three differences between the two animals. It involves reading, observing, comparing, analyzing, and outputting in complete language.

Case 8, after the questionnaire on the means of transportation for children to go to school, I have the following five ideas to determine whether the symbol does not meet the meaning of this chart. Although it seems that everything you read is pictures, you have to conduct some regular analysis. Analyze whether it is often or sometimes, and according to what kind of pattern and which mode of transportation is used to go to school. The complexity of the language in this case is not high, but it is relatively challenging and can stimulate students' thinking. Students need to observe statistics and then read and understand language. The following sentences to be judged still require language reading and understanding to correspond. Such a statement corresponds to such chart information, right? Does the symbol match the meaning of the chart? This question can integrate students' observation and statistical abilities.

Case 9 is an essential theme in primary school textbooks, which is direction, or asking?the?way. It tests students' spatial thinking ability very much. Go through the corresponding traffic maps and read them. Is it appropriate to use language to express this picture? This can test students' language understanding ability and also test students' spatial thinking ability. This also integrates various abilities and qualities.

Case 10, what you want to read is the changes in Guangzhou in recent years. before? How it was, and what it is now. This is also included in primary school English textbooks. An extension of the then and now topic. What kind of activities can the teacher design that can better cultivate students' multi-faceted abilities, rather than simply extracting information from the text? Let’s look at this open-ended question design: Regarding the place where you grew up, what changes have you observed in Guangzhou? Please write in one sentence what you think has changed the most.

Of course, this sentence cannot be from the text. Then you need to understand the text, then eliminate the changes mentioned in the text, and then add the changes you observed in the city of Guangzhou. If this question is not raised, it will just read the text and at most make some judgment or multiple-choice questions or answer questions based on the text. Then this question, once raised, can allow students to combine their own lives with their feelings about the changes in Guangzhou. This is a real life experience. Therefore, for some reading questions in the current fortune system, except for some unique standard answers, these can be retained, and most of them must be retained, but they cannot be 100% standardized answers. There should be corresponding pluralistic and open answers. Such a kind of questions that can pry open students' mouths, stimulate thinking, and stimulate thinking

Case 11 is a medical record. This is also a very common thing in life. Usually most medical records are in Chinese, so can an English medical record be understood? Of course, the content and difficulty of the language must be suitable for the students’ language ability. First of all, this form can attract students' curiosity and satisfy their thirst for knowledge. What does an English medical record look like? Name, age, symptoms, time, diagnosis, and advice given by the doctor are a phrased expression, not a complete discourse. Relay it to a third party, form a complete discourse based on some key information about the symptoms, and introduce the situation in the form of a complete discourse. These two suggestions from doctors are not enough. They also need to add their own ideas, analysis and conclusions. As long as the suggestion is reasonable and can prescribe the right medicine, it will be scored. It better reflects the assessment requirements under the core competencies of the subject, and is conducive to accurately and comprehensively testing students' learning effects.

Case 12 is a small creation that promotes writing after reading.

Case 13, display evaluation. We can perform some English picture books and English dramas. There can be real-time performances, or there can be some larger-scale, more serious stage plays.

The total of thirteen cases is to solve the three major problems mentioned just now that we still have in the process of reading: lack of cultivation of thinking ability; only satisfying There are three problems: students read fragmentedly and read for exams; they lack long-term goals and lack of concern for lifelong reading interests and abilities.

3. Summary.

Optimize the design of reading assessment activities, pay attention to the educational goals and educational values ??of the subject, use assessment to promote teaching, use assessment to promote learning, and achieve consistency in teaching assessment. This kind of task is something that our English educators need to constantly research, constantly improve, and constantly further optimize and improve according to the educational requirements of the times, and constantly delve into it.

The value and goal of our English education is to promote human development, including three major aspects: the ability to effectively use English to communicate, the ability to systematically master cognitive thinking, and the cultivation of good behavior and health character.