A Study On The Application Of Multi-Evaluation In English Writing Teaching In Senior High School

The teaching of English writing has been acting as not only vital but also difficult role in the English teaching of senior high school for a long time.The evaluation method,a fundamental part of writing teaching,has a direct effect on students' writing interest and motivation.Nevertheless,the characteristic of traditional writing evaluation is centered around the teacher,which is mechanical and one-way.It just focuses on the result instead of attaching importance to evaluation process and students' predominant status.In 2003,The New English Curriculum Standard for Senior High School distinctly advocates a new evaluation system,the combination of summative evaluation and formative evaluation,which inspires all of the students,peers and teachers to take active part in the evaluation in order to achieve evaluation's diversification.As a result,it is of great importance and urgency to construct the system of multiple evaluation in the English writing teaching of senior high school.Based on the previous studies on multiple evaluation and the theory related to it,the author has the intention of answering the two questions as follows:1.What is the effect of multiple-evaluation on students' English writing competence?2.How does multiple evaluation affect students' English writing interest and motivation?In the thesis,the author designs tests and questionnaires for Senior Two students in Suining Senior High School in Jangsu Province.The experiment is conducted for one semester(2017.2-2017.6).Class 16 made up of 60 students is the control class and Class 15 consisting of 60 students is the experimental class.Traditional“teacher-centered” evaluation is employed in the control class while multiple evaluation is used in the experimental class.Before the teaching experiment,pre-test is conducted among 120 students,and the pre-questionnaire is carried out in the experimental class.Both data are kept for future analyses.Furthermore,the teaching plans are adopted indaily classroom teaching.During the experiment,the author uses the multiple evaluation sheet to present how the approach is applied to the English writing teaching.After the experiment,post-test is carried out again in 120 students and the post questionnaire is given out among students in the experimental class.The author analyzes the data collected from tests and the questionnaires with the aid of Excel to know practical teaching effects.Based on the comparisons and analyses of the data in tests and questionnaires,major findings are as follows.Multiple evaluation can have a positive effect on students' writing competence,Namely,multiple evaluation is more effective than traditional “teacher-centered” in enhancing students' writing competence concerning content,language and context structure.Before the experiment,data collected from pre-test show that the average scores of the experimental class in English writing including content,language and context structure are lower or slightly higher than those of the control class.However,after the teaching experiment,the students of experimental class get obviously higher scores than the students of control class in English writing including content,language and context structure,revealing that students' overall competence in English writing is improved.What's more,according to the comparisons of the data in questionnaires,the application of multiple evaluation enhances students' writing interest and motivation.Students are willing to take part in class activities and comments on self and peer evaluation.A specific teaching case is presented to supply some advice to other teachers' English writing teaching.To conclude,after the experiment,although some results are achieved,duo to the limitation of research time and author's academic level,there are still some problems remaining to be solved,such as how to conduct the group evaluation more effectively.Therefore,the drawbacks of the thesis deserve further attention.