The Research On English Writing Teaching In Senior High School Based On Dynamic Assessment Theory

The language competences of English curriculum in ordinary senior high schools are mainly divided into understanding competences and expressing competences,among which writing belongs to expressing competences.Students are required to choose words and grammatical structures according to their needs in writing,and use reasonable discourse structures to convey information,demonstrate opinions and express emotions.At present,teacher's evaluation of English writing is static in the actual teaching process,with the final composition handed in by the students as the correction text,ignoring the writing process itself,and is unable to fully carry out formative evaluation,or gives full play to the incentive,promotion and backwash effects of evaluation.Therefore,this study believes that it is necessary to introduce a new mode of assessment into high school English writing teaching.In recent years,dynamic assessment,as an interactive evaluation method in educational research,has attracted extensive attention from scholars at home and abroad.It is mainly derived from the intermediary learning experience theory and the concept of the zone of proximal development.Process orientation and the combination of teaching intervention and evaluation are its most distinctive features.However,the research on the application of dynamic assessment in writing teaching mainly focused on college English writing teaching.On the basis of referring to relevant researches at home and abroad,this study introduces the dynamic assessment theory into senior high school English writing teaching to improve the current situation,which is characterized by static evaluation method,and overemphasizes so much on results that neglects of process.This research mainly solves the following three problems through questionnaires,teaching experiment,tests and semi-structured interview:(1)How does DA apply to senior high school English writing teaching?(2)What effects does DA achieve in senior high school English writing teaching?(3)What are students' attitudes towards English writing before and after the implementation of DA?In this study,a class from Senior 2 of a high school in Jinan,Shandong Province was selected as the research subject.The students in this class have not yet taken the academic level examination,so the writing exercises are mainly in the form of continuation in the academic level examination.Before the teaching experiment,a questionnaire was conducted to understand the current situation of students' English writing,and the results of the writing part of the students' first English monthly test were taken as pre-test data.After that,according to the current situation of the students in this class,dynamic assessment is applied to English writing teaching,and the mode of dynamic assessment in high school English writing teaching is applied in this process.This paper compares and analyzes the writing results of the mid-term examination as post-test data to study the effect of applying dynamic assessment to English writing teaching in high schools.After the post-test,the questionnaire was conducted again,and a semi-structured interview for students was used to make up for the deficiencies of the questionnaires.Through the comparative analysis of the questionnaire results before and after the experiment,students' English writing attitudes before and after the implementation of DA were evaluated.The study found that the high school English writing teaching based on dynamic assessment theory adopts different teacher intervention and interactive activities to interfere with students' writing at different stages.There are both interventional DA and interactive DA in the teaching process.In addition,in the process of teachers' teaching and students' learning,intervention and interaction between teachers and students can be generated through intervening and evaluating activities,so as to help students build scaffolding,cross the zone of proximal development,effectively improve students' writing ability,stimulate students' writing interest and writing confidence,and enable students to acquire more positive English writing attitude.This study has some implications for the exploration of high school English writing teaching based on dynamic assessment theory and can provide reference for future research by scholars.For example,in the process of dynamic assessment,teachers should give students positive feedback and tips;Before peer evaluation,teachers should fully explain the evaluation criteria.At the same time,this study also has some shortcomings and limitations,such as short experimental period and small sample size.The author's research on dynamic assessment model is still shallow,and it has not been able to deeply study the specific impact of this method on vocabulary and grammar in students' English writing.In view of the shortcomings and limitations of this study,the author puts forward some suggestions for the further improvement in the follow-up study.