An Applied Study On The Effectiveness Of The Self-assessment Strategy To English Writing Teaching In Senior High School

Writing is a neglected part of English Teaching in senior high school,there is no too much attention that the writing was paid in senior high English teaching.The current senior high school English teaching is mainly focus on grammar andvocabulary,students' writing ability is not getting the systematically training and improvement.The method of summative assessment gives priority to test and teachers usually give scores first and then give the correct answers in the teaching of English writing.As a result,most of the students do not understand their own writing deficiencies,and also do not know how to improve.Nowadays,English teaching is undergoing profound changes,and as an important part of the teaching practice,the evaluation method has become one of the main areas of research.At present,the methods of evaluation that is not to take the students as the main part have many drawbacks,many domestic and foreign scholars have found and studied a new and effective evaluation method of teaching.Self-assessment,one of the evaluation methods,advocates to promote students to make itself participate in their own learning process in a more active attitude.In the process of evaluation,mobilizing the enthusiasm of the students.It focuses on students in the process of dynamic reflection,which will be beneficial to the students' writing ability and improving effectively.The purpose of this study is to investigate the following questions:1.What is the current situation of English writing in senior high school?2.What are the specific ways in applying self-assessment to the teaching of English writing in senior high school?3.What are the reasons of self-assessment strategies can improve the writing ability of English in senior high school?4.What factors will affect the implementation of self-assessment in senior high school English writing teaching?This paper attempts to apply the self-assessment strategy in senior high school English writing teaching in order to explore its effects on students' English writing ability.In the students' own learning process,through a variety of means and methods of evaluation to provide the teachers and students with the learning feedback timely and effectively,in order to achieve the purpose of promoting teaching.This study used the questionnaire,interview and test research methods,took two classes that have nearly conditions as the subjects of this teaching experiment for four months.Two classes were tested before the experiment,and the results showed that there was no significant difference between the two classes of students.Take a class as the experimental class and another as the control class for contrasting.In the experimental process,the writer use the implementation of self-assessment and in the control class use the implementation of the traditional summative assessment and teaching methods.After the end of the experiment,the writer made a test in the two classes.The test results were analyzed by the software statistics for the social sciences analysis(SPSS),and achievements of the two classes appeared some differences,the scores of the experimental class improved more obviously.At the same time,at the end of the experiment,the students in the experimental class did a questionnaire survey and interview.Based on the data recorded in questionnaire and interview,the writer found that self-assessment make positive effects on students' learning strategies,learning attitude and learning autonomy.Through the related research and analysis,it shows that the self-assessment can promote the senior high school English writing teaching to a certain extent,which can help students to write English writing in senior high school and improve the English writing performance.The paper hopes that through this study,self-assessment can get more attention in English writing classroom teaching,and self-assessment can get better researches and developments.