The evaluation should be "committed to further improving students' Chinese application ability, aesthetic ability and inquiry ability, and comprehensively improving students' Chinese literacy." A comprehensive evaluation of students' Chinese literacy must include a comprehensive investigation of students from three aspects: knowledge and ability, process and method, emotional attitude and values. Students' high school Chinese application ability, aesthetic ability and inquiry ability are undoubtedly the focus of evaluation. The Chinese Curriculum Standard for Senior High School pays attention to different types of differences in the evaluation of Chinese ability. These three abilities are not only the inevitable requirements for the development of students' Chinese learning ability in senior high school, but also the specific goals that they can partially achieve through gradual efforts. This idea is embodied in the field of reading, which forms three levels of reading, namely, autonomous (understanding) reading, appreciation reading and inquiry (research) reading, indicating that the development of reading ability is progressive from understanding ability, appreciation ability and inquiry (research) ability. Autonomous reading is mainly based on the cultivation of comprehension ability, including "grasping the content of the text as a whole, sorting out ideas, summarizing main points, and understanding the thoughts, opinions and feelings expressed in the text". Appreciation reading, especially reading appreciation of Chinese and foreign literary works, aims at "paying attention to aesthetic experience", developing "aesthetic ability" and improving students' reading appreciation ability of different literary works. Inquiry (research) reading, including learning inquiry reading, carrying out "cultural works research" and appreciating "poetry", is based on cultivating students' inquiry (research) ability and developing critical thinking ability.
Second, the evaluation should be based on the curriculum objectives and face all students.
The curriculum standard of Chinese in senior high school is the lowest goal to ensure the quality of Chinese teaching in senior high school, and it is also a commitment to Excellence. Curriculum standards strive to clearly define the expected learning results and explain the learning content. The expected result should be observable, so the standard is also the measure of our teaching evaluation, which is open, achievable and evaluable. The evaluation of Chinese curriculum should be based on the overall goal and classification goal, while highlighting the key points. On the basis of ensuring the basic goals, we should respect students' individual differences and pay attention to students' different interests, performances and learning needs. Evaluation should be conducive to encouraging students to choose courses independently and promoting the healthy development of each student. We should adopt vivid and flexible evaluation methods according to students' personality differences and individual requirements.
Third, evaluation should give full play to various functions such as inspection, diagnosis, feedback, screening, selection, encouragement and development.
To comprehensively measure students' Chinese learning and development, we must consider the multiplicity of Chinese teaching objectives. According to the classification of goals, they belong to cognitive field, emotional attitude field and skill field respectively. The teaching goal in the corresponding teaching activities should also be the organic combination of these three aspects. Therefore, Chinese teaching evaluation should give consideration to these three objectives. In addition, there are not only different categories of teaching objectives, but also different levels, and the objectives of each level should have the opportunity to be sampled and evaluated. For example, cognitive goals can be divided into six levels: memory, understanding, application, analysis, synthesis and evaluation. Therefore, when evaluating the results of cognitive teaching, we should not only emphasize the evaluation of recitation level, but also take into account the goals of other levels. Chinese teaching evaluation focuses on stimulating students' enthusiasm for improving Chinese literacy; It is also helpful for teachers to discover the advantages and disadvantages of students' learning, put forward targeted development suggestions, reflect on their own teaching behavior, constantly adjust and improve the teaching process, and promote their own development.
Fourth, use a variety of evaluation methods to evaluate as much as possible.
On the one hand, we should adopt different evaluation methods for the three different stages of Chinese teaching. In the whole process of Chinese teaching in senior high schools, teachers should pay attention to formative evaluation, which can improve the teaching quality and help students improve their interest in learning Chinese. On the other hand, Chinese teaching evaluation should be based on and take into account multiple teaching objectives. The multiplicity of teaching objectives inevitably requires the diversification of evaluation methods, because no evaluation method can be used to evaluate all the important learning achievements of students, and any evaluation method has its special functions and limitations. The ultimate goal of teaching evaluation is to ensure the realization of teaching objectives and improve teaching effect. Therefore, obtaining correct diagnosis results or providing correct evaluation feedback information has a decisive impact on the realization of the ultimate goal. To ensure that the evaluation results are correct, only by evaluating the sample behavior of the same evaluation object for many times can we evaluate the results close to the correct ones.
Fifth, the evaluation of Chinese teaching in senior high schools should be carried out in different situations, which should not only attach importance to students' personalized response, but also advocate students to learn to cooperate in the evaluation.
The research of modern cognitive psychology shows that students' cognition and learning of learning content are closely related to their situation. Evaluating students' performance in different situations can involve students with different tastes and experiences, ensure that every student has the opportunity to participate in the evaluation work, and ensure that students can comprehensively and objectively judge whether their learning has changed well. In any case, teaching is always in a certain situation. Chinese teaching can guide students to learn the language of the motherland and cultivate their Chinese reading, writing, listening and speaking abilities, which cannot be separated from specific situations. This requires that the evaluation of Chinese teaching cannot be divorced from the teaching situation. It is necessary to provide every student with learning opportunities and learning resources through evaluation. In the teaching process, teachers should provide students with opportunities for self-evaluation and mutual evaluation. Through self-evaluation, students can analyze their strengths, weaknesses and needs of knowledge, skills and emotional attitudes towards the subject. Peer evaluation can promote communication and resource sharing among students. In the process of diagnosis, we should not only pay attention to the answers students get, but also pay attention to the reaction process of students getting answers. In traditional evaluation, especially objective questions, such as multiple-choice questions and true-false questions, students are often only required to provide answers to questions, but there is no requirement on how students get answers. In this way, it is impossible to examine the development of students' ability to obtain answers, such as the reasoning process, the use of evidence, the formation of assumptions and so on. Lack of evaluation of the thinking process will lead students to despise the thinking process and only attach importance to the conclusion of the problem. In the long run, it is not conducive to the formation of students' good thinking quality, but will limit students' profound experience of thinking fun, and then inhibit students' flexibility and creativity in solving problems.