The Application And Research On Pygmalion Effect Used In Formative Assessment Of Vocabulary Teaching In Junior High School

Since the educational reform, teachers need to update their concepts of education to adapt to the needs of quality education, and turn the trad itional teacher-centered class mode into student-centered class mode. Constructivism advocates student-centered class m ode, emphasizing that learning is the process of constructing by students, the teacher is th e assistant and promoter. The idea of Construction coincides with the present quality education. Moreover, in recent years, the formative assessment which based on Construc tivism gets the attention of domestic scholars. The focus of for mative assessment is to evaluate th e process of knowledge acquisition, and they believ e that it is m ore important to assess th e construction of knowledge than the evaluati on of results. However, the dom estic scholars pay close attention to the application of formative assessment in English teaching and testing, an d few of them have studied and discussed it in vocabulary teaching. As is known to all, vocab ulary is very important for language learn ing. If students don’t have a certain accu mulation of vocabulary, their listening, speakin g, reading and writing will be affected. In traditional cla ss, students are supposed to listen and take notes passively, and then to take the final examination at the end of the term. One of the drawbacks of this teaching mode is that th e students have no idea about their problems in the learning pr ocess. The formative assessment is quite different, it advocates evaluation during th e teaching process, and the inform ation of evaluation can be used to adjust teachi ng and im prove the teaching q uality. This paper discusses the combination of Pygm alion Effect with formative assessment of vocabulary teaching in junior hig h middle school. And through th e analysis of empirical data, demonstrates the p ositive affect of Pygmalion Effect on f ormative assessment in vocabulary teaching.In this paper, the back ground, purpose and significance of the research are introduced in the first chapter. The sec ond chapter m ainly introduces the related theories involved in the study. The Constructivism theory including its developm ent and change, as well as its research in the aspect of vocabulary teaching; the origin of "Pygmalion Effect" and its practical sign ificance; types and characteristics of formative assessment and the characteristics and principles of vocabulary teaching in junior high school. Chapter three is m ainly about the experimental design, data collection and research process. This pape r mainly adopts the form of questionnaire and tests before and after, assisted by classroom observation and interview. In chapter four, this paper try to find the pr oblems and solutions through the data that collected. Chapter five is about teaching exploration on the basis of the research.The innovation of this paper lies in th e combination of Pygmalion Effect and formative assessment, and com bine the ch aracteristics of formative assessment to help teachers understand students’ learning progress and m aster their em otion changes in order to ad just teaching timely and m eet the students’ learning and psychological needs, so as to improve the teaching efficiency and quality.