A Study Of The Impact Of Diagnostic Assessment On Senior High School Students English Reading Competence

With the promulgation of National English Curriculum Standards for General Senior High Schools(2017),the requirements of English reading ability in senior high schools are also constantly improving.Nowadays,reading tests require students not only to find correct answers,but also to base inference,summary and guess on understanding of the general ideas and details of the passages.However,high school students have not been adapted to this change,and teachers do not further adjust their teaching although knowing their students’ performance and capability.Therefore,in view of the current situation of “only testing,no correction” in Chinese high school reading teaching process,this study attempts to take advantage of diagnostic assessment to improve the English reading ability of high school students,and carries out a research on the impact of diagnostic assessment based on “feedback-correction” as the core process.The specific research questions are as follows: First,what common problems do high school students have in English reading? Second,can diagnostic assessment affect the English reading ability of senior high school students? If yes,which aspects are reflected?In this thesis,the author took two parallel classes in Harbin Hulan No.1 Senior High school as the research objects and conducted a four-month comparative experiment.During the experiment,the teachers and teaching progress of the two classes were the same.The difference was that the experimental class carried out a targeted reading teaching intervention plan after the “diagnostic assessment”,while the control class still adopted the traditional reading teaching mode.The research methods were questionnaire survey,test and interview.The author collected data and used SPSS software for data analysis.Through the analysis and comparison of teaching practice and relevant data,the main findings are as follows:(1)There are many common problems in English reading among high school students,such as: low interest in reading,poor inferential and judging ability,monotonous reading methods,etc.(2)By comparing the reading test scores of the two classes before and after the experiment,the author finds that the reading scores of both classes have risen,but the experimental class’ s has improved more significantly.Therefore,timely teaching intervention after diagnosis has a positive impact on students in reading interest,class participation,reading ability and other aspects,and to a certain extent,improves students’ meta-cognitive ability and autonomous learning ability.Through the random interviews with students before and after the experiment,the author found that students had a high degree of recognition for the assessment method.Finally,based on the problems in the teaching practice,the author puts forward some suggestions to provide some practical references for the future English reading teaching.