An Empirical Study On Formative Assessment Of English Reading Classroom In Senior High Sshool From The Perspective Of Ecology

With the continuous development of the concept of harmonious ecological classroom,the concern for education from the perspective of ecology has been valued in the teaching application.This bring a new perspective in English teaching.In the ecological way we can better carry out the interaction between teachers and students,to build a harmonious teaching atmosphere,especially in muti-angle teaching evaluation.Therefore,this paper takes ecology as the main theoretical basis and combines formative process evaluation.In view of the current imbalance in the evaluation of English reading classes in senior high schools,this paper constructs a formative evaluation model from the perspective of ecology and tries to answer three research questions:.(1)How to construct the formative assessment model of high school English classes from the perspective of ecology?(2)Is the formative assessment reading class from the ecological perspective better than the formative assessment reading class from the non-ecological perspective?(3)How does the formative assessment from the perspective of ecology affect students’ English reading interest and reading achievement?From September 4,2018 to December 15,2018,through a 12-week teaching practice,the author has been using formative assessment methods from the perspective of ecology throughout the whole teaching process of reading,throughout the pre-class,in-class and after-class of the experimental class.At the same time,on the basis of the survey data of 101 students in the experimental class and the control class(50 in the experimental class and 51 in the control class),the post-questionnaire survey data of 50 in the experimental class,the reading scores of pre-test and post-test,interviews and classroom observations,the author found that students do not like the style and subject of the traditional formative assessment which is thought to be imbalanced and formalized.To solve the ecological imbalance,the author conducted an empirical study,focusing on the ecological principle and creating a beautiful physical environment,psycho-physiological environment and language environment.The author constructed different evaluation modes,enriching teaching contents,focusing on cultivating students’ ability of autonomy,cooperation and inquiry learning in reading classes.The students can master knowledge and use of language,forming effective English reading and learning strategies,emotional attitudes and cross-cultural awareness;In classroom teaching,teachers and students constantly improve the evaluation system,to diversify the evaluation subjects and evaluation methods,to generalize evaluation content.This paper is focusing on the creation of teacher-student mutual evaluation,student-student mutual evaluation,self-evaluation and student portfolio evaluation to improve the English reading classroom evaluation which only focuses on the quantity of reading,while ignoring the ecological balance of students’ emotional attitude and value development in senior high schools.Through a semester of ecological evaluation,pupils’ interests in reading,attitude,and perceptions of the formative assessment mode all changed.The experiment for the implementation of formative assessment to improve the students’ reading interest and reading performance has a positive impact,at the same time,the test results before and after the experimental class showed 11 points higher than in the control class.It can be seen that students are evaluated and motivated at different levels from an ecological perspective to effectively enhance their reading learning motivation,effectively master muti-directional and refined reading learning strategies,and develop independent learning habits.According to their own actual situation,students are guided to flexibly choose the strategy suitable for their own learning,and timely given reading feedback to enhance self-confidence and self-regulation ability.The model of class constructed by the author from the perspective of ecology is better than that from the perspective of non-ecology.This kind of formative assessment from the perspective of ecology plays a significant role in improving students’ interests in reading,and it is worthy of reference in the evaluation of English classes in schools.