This thesis deals with the evaluation methods of Chinese character as a subject in middle school. Most of the traditional evaluation methods have been multi-choice types or short-answer types and had more focuses on memorizing fragmentary knowledge, which has lowered students interests in the subject and failed to achieve the ultimate purpose of Chinese character education. The purpose of this study is to improve the traditional evaluation methods. This thesis is primarily divided into two parts. First, the problems in the evaluation patterns are pointed out, on the basis of analyses of the existing evaluation methods in middle school textbooks. Second, new evaluation methods of Chinese character education in middle school are suggested. The evaluation methods suggested in this thesis have the following features. Fist, these methods can be applied to the lessons in the classroom as part of teaching, so that they can raise the efficiency of learning. Second, interesting factors are added to the methods and the methods are varied so that they can stimulate students interests in and motives on Chinese character study. Third, the methods develop students ability to use Chinese characters in their daily life. Forth, the methods develop students thinking faculty and originality. A pedagogical theories on evaluation methods of Chinese character as a subject is not yet established. Accordingly, this study has certain limits resulted from the fact that little precedent theoretical bases exist. And classes per week to practice these methods which researcher suggested are not enough. In this thesis, however, new types of evaluation method are suggested, which are expected to make a contribution to the practical side of Chinese character education. Furthermore, it is the researcher`s hope that more systematic study on the evaluation methods of Chinese character shall be carried out.