A Correlative Study Of The Effects Of Evaluation Types On The Development Of English Proofreading Ability Of Senior Middle School Students

The development of students' English writing ability is one of the most important contents in senior high school English teaching.As an important aspect of writing teaching,the evaluation methods and the evaluation results have a direct influence on the effectiveness of writing teaching and the improvement of students' writing ability.According to the new curriculum standard,the first draft needs to be modified after repeated scrutiny.Not only students themselves need to revise their first drafts,but also they can exchange their drafts with peers to modify each other's drafts.However,in English writing teaching,repeated modification has not been paid enough attention by teachers and students.In addition,there are some serious problems exist in the evaluation of English writing.Through the analysis of the status quo of writing evaluation,the general problems of the writing evaluation are summarized as follows:Firstly,English writing evaluation still adopts the traditional mode which is teacher-centered.Second,the teacher's evaluation of compositions is usually marked with scores or grades with simple commendatory or non-specific reviews.In addition,teachers subtly modify students' English compositions,focus on grammatical errors but neglect the discourse structure and emotions of the composition.Finally,few students consciously re-edit the compositions that teachers have modified.These problems seriously hindered the improvement of students' writing ability.Scholars both at home and abroad have done a lot of researches on teacher evaluation,peer evaluation and self-evaluation respectively and have found their respective advantages and disadvantages.However,there are relatively few studies on the combination of the three,and more studies focused on the application in universities.The research on the application of the combination mode in senior high school is very scarce.In order to improve the traditional writing evaluation method,this study combines the author's teaching practice of English writing and mainly adopts the qualitative and quantitative methods.The author selected two parallel classes in grade ten with 50 individuals each to adopt a comprehensive mode of self-evaluation and peer evaluation and teacher evaluation,and conducted a research for one semester in English writing teaching in Xi'an Tie Yi Bin He Middle School.Regarding the problems of traditional writing evaluation method,this research focuses on the following three aspects to make scientific exploration and thinking:1)What are students' attitudes towards self-evaluation,peer evaluation and teacher evaluation?2)What do students focus on during the process of self-evaluation and peer evaluation?3)What are the effects of self-evaluation,peer evaluation and teacher evaluation on students' English proofreading ability?The collected data include questionnaires,group evaluation forms,comparison tables for peer evaluation and self-evaluation,scores of students'compositions and error correction and interview records.Through careful analysis of these data and in-depth study,this study has obtained the following findings:1)In senior high school English writing teaching,the application of self-evaluation and peer evaluation,which can effectively stimulate students' writing interest and improve students' writing enthusiasm,are widely welcomed and accepted by students.2)By introducing self-evaluation and peer evaluation mode,teachers can scientifically,objectively and accurately find and solve problems that students concern most and need to solve most in the process of writing and evaluation to improve students' proofreading ability and writing ability.3)The application of self-evaluation and peer evaluation mode in senior high school can improve students' autonomous learning ability and cooperative learning ability,both of which have an important role in promoting students' English writing ability.However,due to the limitations of theoretical knowledge,practical ability and some objective conditions,this study also has some limitations and shortcomings.For example,the research time is short and the research objects are limited,so the results may need to go through long-term and uninterrupted research to confirm and the guiding significance of teaching remains to be further explored.