An Empirical Study On The Influence Of Formative Assessment On Students’ Autonomous Learning Ability In Senior High School English Teaching

From 2003 to 2017,after 14 years’continuous exploration,the Ministry of Education officially promulgated English Curriculum for Senior High School(2017 version).In the meantime,all provinces and cities in China have been actively committed to the theoretical and practical level of breakthrough in English language teaching.The reform of senior high school English teaching has achieved results phrase by phrase.Since 2012,Jingzhou Academy of Education and Sciences has taken the lead in implementing the curriculum reform experiment of the three-dimensional language sense teaching method in the surrounding cities and counties’ schools,aiming at giving full play to the dominant position of students from the three dimensions-language,students and environment as well as constructing an effective environment for autonomous learning.The original intention of the experiment was to improve the English level of the students in the surrounding rural schools.After the joint efforts of local researchers and English teachers,a relatively systematic teaching model suitable for the local students with English learning difficulties has been formed.Under the background of the new curriculum reform,formative assessment and autonomous learning have become two research hotspots in English teaching,which are exactly the two cores advocated by the three-dimensional language sense teaching method.According to the existing theoretical and practical researches,the author uses the experimental method,questionnaire method and other research methods to find out the exact impacts of formative assessment on students’ autonomous learning ability.This empirical study took 58 students in a Class One Senior One in Jingzhou Beimen Senior High School as the research objects.The experimental hypothesis is proved through four stages:pretest,teaching experiment,in-process test,and posttest.This empirical study has lasted for one semester.In the process of the experiment,a variety of formative evaluation tools were mainly used,including the weekly learning schedule,classroom learning evaluation form,three-dimensional quiz,group score evaluation form and general score summary form.In addition,a special evaluation course has been set up.In the in-process test,classroom observation tables were mainly used,supplemented by the observation of students’ homework,textbooks and other learning materials.In the two stages of pretest and posttest,questionnaire and interview questionnaire were used to test and find out the change of students’ autonomous learning ability.In the whole process of the experiment,the author kept applying the formative assessment to the experimental class.Through the comparative analysis of the experimental data before and after,the author found that the formative evaluation of the three-dimensional language sense teaching method mainly promotes the development of students’ planning,independence,initiative and reflection,concentration,as well as creativity to a slight degree.However,the disadvantages of the experiment can not be underestimated.The formative evaluation process is too complicated and the formative evaluation system is not perfect.Besides,the physical and mental development of the research objects is always changing,which affects the experiment to a certain extent.At the end of the paper,some suggestions are put forward to improve the system of formative assessment in English teaching,such as changing students’ concept of formative assessment and autonomous learning,improving the efficiency of formative assessment with the help of advanced network technology.For one thing,this paper expanded the empirical researches of formative assessment and autonomous learning.For another,it can draw teachers’ attention to formative evaluation and update educational ideas,providing some reference for the other regions,thus having certain theoretical significance and practical value.