Research On The Application Of Automatic Evaluation System In High School English Writing Teaching

One of the important objectives of senior high school English curriculum is the effective use of written language to express meaning and the writing score in the college entrance examination English has always occupied a relatively high score(25 points)to investigate students' writing ability.However,the traditional writing teaching pays too much attention to the writing results and can not stimulate writing interest and improve writing performance better,so many students all think writing is very difficult to ascend.English Curriculum Standards for Senior High Schools in 2017 clearly puts forward the idea of "attaching importance to the application of modern information technology and enriching the learning resources of English curriculum".As an automatic evaluation system of modern educational technology,it has been introduced into English writing classes in senior high schools.Based on the investigation of the current situation,it is found that the automatic evaluation system can improve students' vocabulary,grammar and other language abilities in the teaching of English writing,but its content has little effect.How to use the automatic evaluation system to improve the writing teaching effect is the focus of this paper.In the field of automatic assessment system research in the past five years,scholars have focused on the systematic writing teaching model.These researches found that intervention measures should be given in the process of using the system to promote the teaching effect of writing better.That is,the teaching model of automatic assessment system affects the effect of English writing.The intervention measures mentioned here are divided into preset intervention and discussions according to students' writing facts,which belong to two different kinds of English writing teaching evaluation system of automatic model.Based on the research of Tang Jinlan(2014),Ding Lirong&Zhang Guanglin(2014)and Li Yihua(2015),the author puts forward the intervention writing teaching model of the automatic evaluation system and the interactive writing model of the automatic evaluation system on the theoretical basis of constructivism theory,dynamic evaluation theory and process writing theory.In order to compare the effects of the two automatic assessment system writing teaching models on senior high schoolstudents' English writing,the author conducted two experimental classes(referring to the experimental forms of Lian Jin(2016)and Gan Luoying(2012))and put forward three research questions:(1)What is the current situation of the application of automatic evaluation system in senior high school English writing teaching?(2)How does the automatic assessment system be applied to English writing teaching in senior high school?(3)What are the effects of the teaching models of automatic evaluation system on high school students' English writing and which teaching model is more suitable for high school students' English writing? The author selected i-write 2.0,an automatic evaluation system that can provide students with actual writing situation in the form of statistical charts,as the teaching platform,and collected and sorted out the questionnaire data,test scores and interview records during the research period for analysis.After analyzing and discussing the data with SPSS21.0,it is found that the automatic evaluation system is improperly used in senior high school,so it is extremely urgent to adjust the writing teaching mode of the automatic evaluation system.Therefore,the students in the experimental class are taught by the automatic evaluation system intervention and interactive writing teaching,so that they can accept different forms of intervention measures in writing.It is found that in the same writing cycle,the students who accept the intervention teaching model of automatic evaluation system have a greater progress in writing than the students who accept the interactive writing teaching model of automatic evaluation system.And it is also noted that different teaching models of automatic evaluation system have different impacts on students of the different learning level.The interactive writing teaching model of the automatic evaluation system can help students who have higher scores to "upgrade" their writing skills,but interventional one can consolidate basic knowledge,improve their performance quickly and improve their learning habits.At the end of this paper,the author puts forward teaching suggestions according to those findings.And it must be admitted that there still exists the deficiencies in this research.The author expects to make a modest contribution to the following research.