An Action Research Of Dynamic Assessment On English Writing Teaching In Junior High School

English writing is a concentrated demonstration of the instrumental and humanistic nature of the course,which is a crucial part in the cultivation of students’ core literacy in the English subject.However,the author consulted relevant literatures,questionnaires surveys and interviews,then she found that teachers emphasized teaching while ignored evaluation for a long time.Generally,abused summative evaluation model,which led to utilitarianism,excessive attention to score,improper attitude towards writing and lack of writing strategy of students.Writing teaching that failed to elicit students’ writing potential fully will not help boosting the students’ writing ability.According to the dynamic assessment,with students in a certain class of the second grade in Changsha City as the research object,this action research uses questionnaires surveys,interviews,SPSS21.0 and other tools.This research will focus on how to use the dynamic assessment on writing teaching to change students’ writing perception and train writing strategies,so as to explore students’ writing potential and improve their writing skills as well.In the two rounds of action research,questions posed show as follows: 1.How to adopt students’ English writing attitude? 2.How to train students’ English writing strategies? 3.How to tap at students’ English writing potential and enhance writing ability?Focusing on the three research questions to be solved,this research was carried out through two rounds of action.The first round of action is mainly composed of the following three steps: 1.Pre-writing peer evaluation strategy training;2.While-writing guidance,self-evaluation and mutual evaluation,teacher’s grading and thorough explanation;3.Post-writing sample essay display.After the first round of action,the writer reflected on the teaching log,student feedback,and peer class observation records.It turns out to be that neither student self-evaluation nor peer evaluation effective.Thereby,the writer adjusted teaching plan and launched the second round of action research with four aspects: 1.Improve self-evaluation of writing and conduct training on revision strategies;2.Improve peer evaluation,adjust the model and more exercises to upsurge the efficiency of mutual evaluation;3.Improve teacher evaluation and intensive explanation,set up a "growth story" to focus on the developmental trajectory of students;4.Improve sample essay explanations to encourage students.After two rounds of actions,this article analyzes the questionnaires after comparing different samples,interviews and writing test data before and after the actions,then summarizes the effects of these actions.The research results show that the discovery of the writing teaching model based on dynamic evaluation helps to tap at students’ writing potential,correct writing attitudes,and train writing strategies.The author used questionnaires,interviews and writing tests to carry out a triangular verification.The results of quantitative analysis showed that: 1.After the progress,students’ writing skills have went up,especially in the two dimensions of "content" and "expression" The most outstanding progress is manifested in that the content of the students’ writing is more closely related to the meaning of the topic,and the diction and sentences used are fairly novel and advanced;2.After the action,students have a corrected writing attitude,have stronger interest in English learning,and have a more positive mindset;3.After the action,students’ English writing strategy awareness shaped for they are skilled in the use of metacognitive strategies and cognitive strategies.From this,combined with the action research process,two enlightenment to middle school English writing teaching are drawn: 1.Create a relaxed and pleasant writing environment;2.Reasonable time schedule and arrangement.This research not only provides a new type of English writing teaching evaluation method for English teachers,but also gives full play to the role of "evaluation to promote learning".The author hopes that this research can help junior high school English teachers to understand dynamic evaluation way better.Dynamic evaluation teaching can be widely used in English writing teaching due to its effectiveness in English writing teaching.