An Action Research Of Formative Evaluation For Oral English Teaching In Middle School

Educational evaluation is an important part of English teaching, but the traditional evaluation mode of classroom teaching can not meet the requirements for students' internal development. For the purpose of promoting the overall development of students, a diversified evaluation system should be established so that the evaluation will improve English classroom teaching and the professional quality of English teachers and help students achieve academic success. Based on the above consideration, this study, taking the theory of formative assessment as a basis, is combined with oral English teaching in senior high school, thus an action research has been conducted, designed to arouse students'interest in verbal learning, promote their speaking ability, improve their learning attitude and behavior, and enhance their learning self-confidence. Meanwhile, in practice, we aim at exploring effective ways in oral English teaching in senior high school.This study followed the basic research methods of the action research, that is, to identify problems, draw plans, implement action, summarize evaluation. The action research was divided into three stages:the first one was to make the necessary preparations, through questionnaires, student interviews, classroom observation, etc, to identify research issues and develop a practical plan. The second was to start the first round of classroom teaching practice, by applying the formative evaluation to a variety of oral activities, such as report on duty, picture talk and group discussion, the researcher constantly tried and adjusted the criteria and requirements of evaluation. The third one continued conducting the second round of classroom teaching practice mainly after the analysis and summary of the problems and inadequacies of the previous round of the action research. Through the teaching practice and action research in the entire semester, the results show that formative assessment has, to a certain extent, promoted English learning, increased teacher-student interaction and improved the students'oral English skills. It has not only helped students transform the belief of oral English learning, but also enhanced students'capabilities, including effective cooperation, autonomous learning. In addition, the teacher himself also has changed the belief of teaching evaluation and improved his spoken English and teaching skills, promoting his own professional growth. Of course, due to the limited and inadequate theoretical knowledge and practical teaching ability, this study also needs further improvement and development.