"Reading and Writing Assessment": An Effective Model of the Student―based Educat

Abstract. Student-based education is a teaching method targeted in students’ willingness to learn. Teachers must not only know how to change their teaching philosophy， more importantly， to explore the specific implementation methods in practice. “reading and writing assessment” can effectively reflect this teaching philosophy. Students， in the whole learning process， through independent reading， writing， communication and evaluation， can achieve active learning and creative learning. It is proved that this is a good way of teaching.

Key words： Student-Based Education， Reading and Writing Assessment

1. Introduction

Under the guidance of "Give a man to fish， as delegate and fish"， universities generally carried out reform to improve the quality of classroom teaching and cultivate innovative talents of classroom teaching. From the traditional teacher-centered lecture-based learning into student-centered learning is independent inquiry under the new situation with the training objectives fit with teaching progress. But the reality is that the classroom is still based on "teaching"， which has a great gap from the real to the students "learning" based teaching model.

student-based education is an education method created by Professor Guo. It changes a good education "designed for teachers" into "designed for students". On the teaching organization， the Education encourages students to learn first and to be taught according to the learning result. Student-based class is different from teacher-based class and grade-based class， and is a class for independent learning and human development. It is a kind of the way and philosophy.

Reading， writing， meeting and assessment "method， born of the specific teaching philosophy， aims to give full play the initiative and creativity of student learning， encourage students to actively participate in the whole process of teaching， improve teaching quality， especially in culture student learning， daring coming to the fore， and innovative spirit of great significance.

Currently， the main of university classroom is still teachers， who focus on how to teach rather than telling the students how to learn， and the evaluation of teachers are students’ satisfaction. Overall， teacher-based class is difficult to mobilize the enthusiasm of students to participate in class and active learning. Although attempts have been conducting innovative teaching methods， it still appears to be very slow with little effect. Therefore， it is a problem needs to think about and explore that how to find an effective way truly "designed for students eager to learn and educate". Taking "reading， writing， meetings， Comment on" teaching methods needs to answer the following three questions：

2. What is “reading， writing， meeting and assessment”？

The so-called "reading， writing， meeting and assessment" means， teachers guide students to link classroom materials and content appropriate to expand extracurricular reading materials， combined with the reading of the information presented topics， writing articles to explain their understanding， perception or confused， etc. And in the classroom， students communicate and discuss with each other on the information and their own articles， and finally， teachers and students conduct reviews to correcting trap and raise awareness.

Among them， "reading" is the foundation； "write" is the means to develop students' creative potential and practice； "discussion" is the way， whose premise should be "read" and "write". Under the guidance of teachers， students must be harvested in knowledge through reading， understanding or misunderstanding， and through writing， there will certainly be new thinking， or emotional， or rational， or confused. Harvest and thinking will inspire students’ desire of expressing. Teachers provide a timely opportunity for their performance， which is essential for students’ awareness of innovation and creativity； "assessment" is a summary of overstating. After discussions， teachers need to give comments. In students’ preaching， there may be incomplete discussion or errors， teachers should point out its deficiencies， while encourage students to review between each other. When review other classmates， students must listen carefully first and analyze others' ideas， thoughts， etc.， while they are learning to think whether further improvement. So， more students develop good qualities of mutual learning， mutual respect and learn from each other's.

3. Why should we "read， write， meet and assess"？

Nowadays， knowledge are much faster updating， social environment is changing and jobs are always facing new challenges and new requirements， therefore， continue learning is particularly important. Four-year University is short and inadequate compared to the vast knowledge of the world. So， university education more important aims to train students’ habits and ability of lifelong learning. Thus， by "read， write， meetings， comment " training in university， cultivating students' self-learning ability， stimulating their broad interest for knowledge and a strong thirst for knowledge and love of reading， and communication qualities will benefit them forever.

At present， students’ learning enthusiasm is generally not high， directly related to the rigid forms of teaching and content. Teachers’ instruction does not consider the psychological and emotional needs or learning situation with wishfully planning the content and form of teaching. Book knowledge is almost all content of students’ learning. From the microscopic point of view， this is an issue of university training model； from a macro perspective， this is an issue of national competitiveness. Therefore， teaching method of "read， write， meetings， assessment，" aims to change teacher-based classroom and improve the quality of personnel training.

Why "read"？ In traditional teaching， teachers often specify a textbook for teaching， and the learning is always around this textbook. Measured from the point of teaching content， it makes teaching process tedious， knowledge and information less and the vision narrow. Any textbook is mainly edited by its own opinion， perspective， logical thinking of the content choice， compression or expansion， but not comprehensive or even sometimes biased. Although some excellent teaching materials attach the importance to the reform of content， because of too much emphasis on knowledge， systematic and scientific， it can not reflect the creativity， abundance and critical. If we still use simple methods with a textbook， a paper， chalk and talk， we not only could not get students interested in learning more but will devoid their creativity. Therefore， we must teach students to learn creatively， encourage them to not rely solely on teachers and textbooks but to learn scientifically， rationally and opening. Students should not only read textbooks but also the relevant academic information， background information， methodology and controversial viewpoints， making them get very rich， three-dimensional and diverse knowledge to change the current contents of a single study and the status of the narrow field of vision.

Why “write”？ In the traditional teaching， there are trainings for writing， for example， course papers， homework and research reports. These write operations， mainly based on teaching content， and other important points， arranged by teachers， aims to enable students to better understand and grasp what they learn. So these writing are with strong knowledge but lack of creative and critical. The “writing” here is a link following "read" after， which requires students to summarize， or ask questions and solve problems independently or writing according to teachers’ problem， and it is a progress for training students to read into the rich depth thinking and thinking crystallization. Only "read" without thinking， grinding and conceding knowledge and ideas would not achieve deepening study. Enable students to learn writing should enable students learn to think first. If the students think about the depth and breadth， it may be accurate conception of the article profound； If the student's thinking is dialectical， it may be well-discussed article rigorous； If the students' thinking can break through the "mindset"， the content of the article may give a fresh feeling； If the students think clearly and structured， the structure of the article may be reasonable. With practice， students' thinking ability and writing skills will be improved and they also learn "live" knowledge.

Why "discussion"？ The biggest drawbacks of the traditional teaching model are mouthpiece of teachers. Teachers frame students’ ideas with their own thinking and ways， and the dominant position of students simply do not show up and the students can only passively accept the knowledge. Students， trained in this way， for better are imitation of the teachers’ thought and style. With excellent teachers， imitation is also a harvest. But more often， such students are ideologically rigid， afraid and not good at expressing neither the motivation to learn nor creativity. Therefore， it is necessary through the "discussion" to enable students to actively make their "voice" and crash， release and exchange their ideas. The main purpose of "Discussing" is to promote science learning through the exchange of discussion， debate and other ways， students can learn more ideas from other students and get more inspiration， which will further inspire them to continue thinking and inquiry enthusiasm to deepen learning， and the classroom will become vivid and lively.

Why "assessment"？ "Assessment" is the finishing touch. The effect of "discussing" depends on "assessment". "Assessment" includes teachers commented and student review. In previous teaching practice， "assessment” is a teacher job and is not open. Its main form is given fraction， mainly through the completion of these duties. Students generally only know their own situation， which is not conducive to learning. Because they do not really know exactly about their performance or performance of others， what they can learn from others and what to avoid. Therefore， the "comment" is very important and can not be underestimated for improving student learning enthusiasm and pride significance. Teachers comment on the one hand， can give advice on the problems， on the other hand it can expose students to identify shortcomings and correct mistakes， and tap the bright spot， so that not only enable students to strive for excellence in later learning， but also make other students benefit from it. In addition， the classroom can not stop at the " teacher assessment"， and it should also be involved in the students' self-assessment and peer assessment， which will enable more students to consider their own views， listen more carefully and analyze the results with other students， to avoid too much attention to their students the idea， and play with "science" cited "learning" effect， but also allows students to mutual learning， mutual aid， mutual respect and common practice. It is worth noting that， in this last session， the teacher not only acts as a commentator， but also a learner to improve their joint discussion with students， and get inspiration from students， fully embodying the mutual benefit of "teaching" and "learning".

4. How to "read， write， meeting and assessment"

The key of "reading， writing， meetings， and assessment" is how to operate in practice. Here， I take Teaching Reform - "Real Estate Economics" as an example to talk about how to implement this approach. "Real Estate Economics" is the basis for various professional college courses and real estate management professional backbone courses. Because the curriculum with a strong ability of theory， application and more integrated， it requires students not only to have a solid grounding in economics， but also has a wide knowledge of real estate and comprehensive ability to analyze problems， and be able to integrate theory with practice to guide the practice of real estate. As the course will involve a lot of theoretical and practical hot， contentious issues， covered a very wide， no so-called ready-made answers， students need to master the basic knowledge to form the basis of economic theory， and research in this area is very rich in information very suitable to carry out independent research study.

In the teaching process， I try to carry out assignment as a breakthrough of "reading， writing， meetings， and assessment". Cored with thematic literature reading and discussion， we guide classroom teaching and break through the limitations of professional conduct within the cross professional reading and communication， so that the same interpretation of the economic problems of real estate professionals with different perspectives， and held several debates and other classes， the students with interest， high participation， achieved good results.

Specific approach is： （1） before the beginning of the next unit， offer conscious arrangement （problem-based） and reference materials， and requires students to read and solve related problems， and form words. This stage is mainly related to reading materials. Lead-in assignment aims to require students to learn， think first. （2） Classroom discussion and jointly solve problems. At this stage， students raise self-learning group discussions around pre-arranged issues and questions without basic problems， and the discussion mainly focused on the important and difficult problems. Then， a team representative will give a speech. （3） Teachers’ succinctly review focus to solve difficult problems and typical problems and evaluate student learning. （4） Based on focus learning and addressing important theoretical issues and knowledge in the classroom， teachers should leave rear arrangement to continue to study and deepen course content， giving students extracurricular reading lists， and documentation intensive， requiring students print documents with the caption and label reading experience. Facing problems in reading， students should solve them by themselves and list materials related to the information for the future prepare. In the discussion， students can recommend information with each other， making the "read" from simple teacher recommendation to student recommendation， which not only promote students but also allows teachers to expand learning. Meanwhile， the students also summarized related topics and write a paper from the series in the literature， or question and answer， or complete tasks with related topics， in short， there are more flexible ways of writing. In the self-questioning writing mode， teachers should give clear guide of evaluation， that is， if the answer of the raised issues can be found directly in the reading material， the students can be only regarded as a pass， a comprehensive analysis of answers can get Ok， and explore creative problem raised was evaluated as good， to encourage students to develop awareness of innovation in independent study and the spirit of adventure. （5） Classroom work exchange repeat the process 2， but the difference is that this solution is no longer a major knowledge of textbook， but the expansion of knowledge， views clash， deepen understanding， causing deep-level and multi-angle thinking. （6） Review stage， including student self-assessment， peer assessment and teacher summary. First， the students who expressed thoughts evaluate on his job， and then others evaluate it， and finally， teachers summarize or students summarize.