A Study On The Application Of Teacher-student Collaborative Assessment In English Blended Teaching In Senior High School

As an important language output skill,English writing helps students internalize language knowledge and improve the ability of language expression.In the era of increasing frequency of exchanges between China and foreign countries and the increasing demand for English talents,educators’ attention is increasingly paid to the writing activities which provide students with opportunities for language output.However,at present,there are still problems of tight time and heavy tasks in senior high school English writing classes,and teacher-assessment has become the means used by most teachers to carry out writing teaching.The current teaching method is not conducive to effectively improving students’ interest and ability in writing.Therefore,it is imperative to explore and reform the writing teaching mode.Teacher-Student Collaborative Assessment is a new method of assessment proposed by Professor Wen Qiufang based on the current situation of writing teaching in China.Blended Teaching successfully realize the integration of online teaching and face-to-face teaching.Referring to the specific requirements of the General High School English Curriculum Standards(2017 Edition2020 Revision),the author tries to combine Teacher-Student Collaborative Assessment with Blended Teaching,applying it to senior high school English writing teaching in an attempt to solve the following two issues:1.Compared with the single method of assessment in English writing,can the application of Teacher-Student Collaborative Assessment in Blended Teaching improve students’ interest and enthusiasm in writing ?2.Compared with the traditional teaching way in English writing,can the application of Teacher-Student Collaborative Assessment in Blended Teaching effectively improve students’ writing performance?All the students in Class 17,Grade 2 at a senior high school in Harbin are involved in the experiment.Before the experiment,a questionnaire survey and a pre-writing test were conducted to investigate the current situation of students’ writing learning and teachers’ writing teaching.After the experiment,a questionnaire survey and a post-writing test were conducted as well to explore the impact of the teaching model on students’ writing interest and performance respectively.Besides,some interviews were supplemented to improve the results of experiment.The research findings are as follows:1.The application of Teacher-Student Collaborative Assessment in Blended Teaching can improve students’ interest and enthusiasm in English writing.Compared with the single method of assessment,students prefer the cooperative assessment which can give them opportunities for interacting and expressing ideas.Through this period of study,students’ resistance to writing and confidence in completing the writing task has greatly improved.2.The application of Teacher-Student Collaborative Assessment in Blended Teaching can help improve students’ English writing performance.After the experiment,the average score of the class increased from 15.30 to 17.66;and the writing scores of the three sub-items of content,structure and language increased from 4.05,4.91 and6.34 to 4.68,5.75 and 7.23 respectively.It can be seen that under this teaching mode,progress has been made in each three writing aspects.Although the study affirms the feasibility and effectiveness of the application of Teacher-Student Collaborative Assessment in Blended Teaching,there are still shortcomings and limitations which need to be further improved in future English practical writing teaching.