Reinforcement Of Reflective Teaching Using Formative Assessment

Reflective teaching, which arose in the early 1980s and was developed quickly in the 1990s, is now very popular in western countries, especially in America, Canada, Britain and Australia. And it also becomes the tendency of the day in the field of international teaching education. "Reflective Teaching" and "Reflective Teacher Teaching" can be regarded as the important orientation of the education reformation. Recently, national academic circles begin to make a study, discussion and practice. Especially our foreign language education has changed a lot. Assessment plays an important role of the project of foreign language education system.Based on standard exam or marks, this system of assessment in English teaching is a time-honoured method. In the past assessments, teachers and researchers only paid much attention to the sununative assessment, while overlooking the formative assessment, the process of students learning; in assessments, attach importance to the teachers' assessment rather than the students' self-assessment and cooperating assessment. Based on the previous loopholes and problems of education, pointing out a new teaching assessment is extremely urgent. So using formative assessment to reinforce reflective teaching is put on the agenda.Based on the social cognition and construction theories, the author reviews the development of reflective teaching and assessment. By distinguishing the weakness of the ideas and examining the weakness and benefit between summative and formative assessment, the author draws a new definition of reflective teaching, which is proved through teaching experiment study. The class interest and quality of teaching increase obviously. At last in the thesis, the author illustrates how to make use of formative assessment, like classroom observation, student portfolio and report to parents, and so on, to reinforce reflective teaching.The significance expresses in two aspects: one is theoretical significance - make a deep study of reflective teaching and rich our teaching psychology. In continuous practice, theories get development and improvement. It also offers a theoretical rational for the approach for the further research and analysis. And the other is practical significance - provide the new view of teacher training and get the new implication, which is significant to the teaching practice.The experimental study still has its limitations. First, the teaching subjects and instruments are limited. Second, Dalian Remarkable Foreign Language Training School is only run by the local people. Last not the least, the teachers have no chance to observe the classroom of other schools, so future research must be developed.