An Empirical Study On Formative Assessments In Spoken English Teaching For Students Of Preschool Education

Nowadays, preschool children English teaching has drawn close attention from various sections of society, especially from parents and kindergartens. As the quality of English teachers in kindergartens is one of the key factors in further development of preschool English teaching, it is of great significance to improve the English speaking ability of preschool education students and help them master the basic English teaching skills for their future career. However, students in vocational school are poor at study and even worse at the subject of English. Meanwhile, their study is simply assessed by the traditional summative assessment. It only focuses on the result of their study, but not their efforts, progress, emotion and attitude during their learning process, which can not only destroy their leaning interest in study, make them less confident in themselves, but also ignores students'individuality and goes against their personal development.Under such backgrounds, this paper analyzes the relative study of formative assessment at home and abroad and the current situations of spoken English teaching for preschool education students in our country, introduces formative assessment into practice of spoken English teaching for students of preschool education in vocational school, puts forward a formative assessment program with preschool education characteristics, and puts it into practice, so as to explore a new way of assessment, which can help students arouse their interest, improve their speaking, train their abilities to learn by themselves and their cooperative learning spirits.There are six chapters in this paper.Chapter one is the introduction. It analyzes the importance of spoken English teaching for preschool education students, the conditions of preschool English teachers, the current situations of preschool education students'learning and assessment in English teaching in vocational school, and introduces the contents and significance of this study.Chapter two reviews the relevant study related to formative assessment at home and abroad and the current situations of spoken English teaching and assessment for preschool education students in our country.Chapter three explains the basic theories of applying formative assessment to spoken English teaching for preschool education students..Chapter four constructs a practical program of adopting formative assessment in English speaking teaching for preschool education students by illustrating the rules, methods and standards of formative assessment, based on the practical teaching reality.Chapter five is the empirical study of the implementation of the program of formative assessment in spoken English teaching for preschool education students. Chapter six is the experiment result and its pedagogical implication.It is proved that formative assessment can help students arouse their learning interest, improve their speaking ability, and it also does benefit students in developing both their ability to learn by themselves and their cooperative learning spirits.