Practical Research On Formative Evaluation In EFL Classroom In Secondary Vocational Schools

As a basic course for students in secondary vocational schools,EFL classroom has been in a state of teachers' self-care lectures while students' sleepiness for a long time.The reason is,on the one hand,that although the students in secondary vocational schools have finished the English courses of junior high schools,their actual English level is equal to the standard of the students in primary schools.In order to enliven the EFL classroom,the author,like many English teachers,has tried to reform various teaching methods.The application of informationized teaching has attracted students' attention in EFL classroom to a certain extent,but students only pay attention to animation and video in PPT,and they have no interest in English knowledge itself.On the other hand,because the evaluation form of English courses is mainly summative evaluation,which focus on evaluating students' learning with the final results.So the students in secondary schools lack motivation in their ordinary English learning,what's more,because of their laziness in memorizing,they usually make a short-time study before the examination,which makes them fail to promote their English learning.That is the current situation of English teaching,which makes it the top priority for students to correct their attitude towards English learning,to develop their interest in English learning and to make them positive in EFL classroom.The purpose of this paper is to change the single way of teaching evaluation by applying formative evaluation to EFL classroom in secondary vocational schools,and to focus on the evaluation of students' daily English learning,so that students can achieve a sense of accomplishment in EFL classroom,rebuild their self-confidence in English learning,and improve their English learning status so as to improve their English learning results.In this study,59 students from two classes in Grade 2016 in a secondary vocational school were selected as the research objects.By using the methods of literature review,questionnaire survey,interview records and data analysis,the impact of formative evaluation on secondary vocational school students' English learning status and achievement was studied.The two questionnaires before and after the teaching experiment activity as well as the interview records all reflect the effective changes in students' attitude and interest in English learning,their behaviors in EFL classroom,self-learning after class,team cooperation and participation,and self-confidence in English learning.The results of the pretest and posttest papers show that the application of formative evaluation can promote the students' English results of secondary vocational school.The discovery of this study confirm that formative evaluation can promote students' daily learning in secondary vocational schools,enrich the research results which have been used in the teaching of secondary vocational schools,and it can be directly applied in the process of English teaching in secondary vocational schools to change students' English learning status and to transform the current situation of EFL classroom in secondary vocational schools.