Application Of Process Writing Teaching Based On Portfolio Assessment In Senior High School English Class

Writing teaching is an important part of English teaching in senior high school.Writing ability reflects students’ comprehensive use of language ability.However,most of students are not interested in writing and students’ writing competence is very low.It is difficult to meet the requirements of the new curriculum standard.The main reason is that teachers still apply the traditional assessment-summative assessment.That not only ignores the learning process of students,but also cannot provide students with a comprehensive writing assessment.And students’ writing level has not been greatly improved.English Curriculum Standard for Senior High School(2017)emphasizes the role of assessment in promoting learning,and requires teachers to combine formative assessment with summative assessment in English writing teaching.It can effectively monitor students’ learning process,pay attention to students’ learning interests,learning strategies,and improve students’ learning performance writing competence.Students can reflect on their own actual learning situation.In order to make sure the flexibility and reliability of the process writing teaching based on process writing teaching,the author combine process writing teaching with portfolio assessment and discuss the following four questions:(1)How effective is process writing teaching based on portfolio assessment at students’ English writing interest?(2)How effective is process writing teaching based on portfolio assessment at students’ English writing strategies?(3)How effective is process writing teaching based on portfolio assessment at students’ English writing proficiency?(4)How effective is process writing teaching based on portfolio assessment at improving students’ self-reflection ability in English learning?Based on the theories of Constructivism,Multiple intelligences and Meta-cognition,Process writing teaching,this thesis takes 88 students from two parallel classes in Xiang Ming pre-test county as the research subject and conducts a three-month teaching experiment.With the methods of Pre-test,post-test,questionnaire and interview,the feasibility and effectiveness of portfolio assessment in English writing teaching of senior high school in China are studied.Finally,SPSS21.0 is used to analyze the data.The results show that: 1.It can improve students’ interest in English writing in senior high school by the appliance of process writing teaching based on portfolio assessment.Students are curious about the new assessment methods and have a better attitude towards English writing.2.Before writing,students consciously list the framework and accumulate proper and excellent words and sentences,which show that portfolio assessment,can promote the use of students’ writing strategies.3.Through portfolio assessment,students’ scores in grammar,vocabulary,content,structure and students’ handwriting have been improved.Students’ English writing performance and English writing level have been improved.4.Students can realize the advantages and disadvantages of the writing process and improve their self-reflection ability through portfolio assessment.As an effective assessment method,portfolio assessment is of great significance in English writing teaching despite its shortcomings and limitations.So,it is necessary to explore portfolio assessment in English writing teaching.