On Formative Evaluation Through Means Of Scaffold Construction In Senior High School English Writing Teaching

For an English learner,the ability to write in English is the concentrated reflection of his or her comprehensive language ability.The effect of English writing teaching is influenced by many factors,among which evaluation and feedback are most important ones.The evaluation and feedback of writing is not just a carrier for the evaluation of students' writing process,on the other hand,it is also the connection and erection of teaching practice and teaching effect.The effective formative assessment means timely feedback and regulation of the development of students' ability of writing in English,which can stimulate students' enthusiasm for writing,and build a scaffold in the process of teaching,which can help students construct their own language learning system dynamically by using formative assessment.From the perspective of the examination and evaluation of the ability of writing in college entrance examination and the cognitive characteristics of high school students,the study tries to explore the role of formative assessment in high school English writing by using examples and the empirical research methods from the constructivist perspective,so as to find out how to combine formative assessment with support theory in writing teaching,thus helping teachers and learners to continuously get feedback information,adjust teaching process or methods in time,and improve students' writing quality.The main problems of this thesis are as follows:Firstly,whether formative evaluation can be used as a scaffold in senior high school English writing teaching or not?Secondly,how to use formative evaluation to construct the scaffold for writing in senior high school English class?Thirdly,what effect can be achieved by using formative evaluation to construct writing scaffold?Some second-year high school students were selected as the research object in this study,which lasted for five months.The methods of pre-experiment test,post-experiment test,questionnaire,pre-experiment,during-experiment and post-experiment interview are used in the study.By using formative evaluation scale and keeping student work records,this paper presents the study on the development of students' writing learning dynamically,and explores the scaffold construction of formative evaluation in English writing teaching.This study is carried out from the following aspects:In the first place,it collects and combs the research situation of formative evaluation theory in English teaching at home and abroad.Through the analysis of relevant literature and study of the current research situation in this field,the article is trying to explore the possibility of applying research-based evaluation to the construction of scaffolds in writing teaching.After the questionnaire survey,interview and the experiment,the data were processed and analyzed through the data statistics software.Through the analysis,it is found that the average scores of the students in the experimental class are higher than the average writing scores of the control class after using formative evaluation to carry out the research on the teaching action of writing,from which we can draw the conclusions that:In the first place,the use of formative evaluation in the teaching of English writing in senior high school is an aid to help students construct the scaffold of ability and knowledge.Secondly,using formative evaluation to construct scaffolds in senior high school English writing teaching,we should attach great importance to not only the construction of students' knowledge but also the cultivation of students' attitude and thinking quality.Besides,using formative evaluation to construct writing scaffold,teachers' evaluation,peer evaluation and students' self-evaluation are combined in the process of writing and become scaffolding for students to construct language knowledge and writing ability,which can improve students' English writing ability.The last part of the thesis is the conclusion part.In this part,the conclusion of this study is summarized,the enlightenment of English writing teaching in senior high school is got,the shortcomings of this study are reflected,and the future research is prospected.