A Research On The Improvement Of Senior High School English Classroom Teaching And Learning Based On Formative Assessment

With the further reform of the new curriculum and college entrance examination system,the improvement of the integrated capability of high school students and the development of creativity has become the main goals of teaching.Therefore,it is of great necessity to improve teaching in senior high English classroom.By practicing Formative Assessment,the author aims to explore the formation of school-based classroom teaching assessment model in order to improve classroom teaching,promoting teachers,professional development and students' personality development based on a common basis.To carry out the research more effectively,the writer has done the research by experiments in conducting specialized classroom activities,and classroom discussions in particular..The participants of the research are 90 students from two classes in Chunhui High School in Zhejiang Province.To guarantee the accuracy of the research and the reliability of the resources,quantitative study and qualitative study are mainly employed in the research.My analysis has led to the conclusion is drawn that the practice of Formative Assessment does promote English class teaching and professional development of English teachers.The thesis is composed of five sections.Chapter One introduces the background,the purpose,the significance and the structure of the thesis.Chapter Two reviews the previous researches of classroom teaching and Formative Assessment as well as the three supportive theories.Chapter Three introduces the research design,including the research question,the subjects,the instruments,the experiment procedure and the collection of the data.Chapter Four analyzes the results of the tests.The questionnaire will also be analyzed.Chapter Five concludes the whole thesis with a summary of the major findings and the limitations of my research,along with some suggestions regarding the possibility of further research.