The Study Of Dynamic Assessment To English Writing Instructions In Junior High School

Writing is one of the manifestations of students' English ability,and it is also the most challenging part of their English skills.As for the evaluation of English writing,for a long time,the writing teaching of junior high school students in China is mainly dominated by the summative test.This method only emphasizes the results,but ignores the exploration and development of students' potential ability,which is not conducive to the development and improvement of students' writing ability.This paper is based on Vygotsky's Sociocultural Theory,Feuerstein's Mediated Learning Experience and Structural Cognitive Modifiability Theory.The research results in this field at home and abroad are taken as reference.A total of100 students,from two parallel classes of grade 8 in a middle school in HanZhong,Shaanxi province,were taken as research objects.And Dynamic Assessment was applied to English writing teaching in junior middle school.A total of 10 teaching experiments were conducted.With the methods of questionnaire,interview and journal,this paper studies the changes of students' English writing behaviors and their English writing scores under this mode,which provides some strategic guidance for teachers' intervention in English writing teaching and some guidance for students' English writing strategies.Aiming at the research objectives,this study mainly answers the following research questions:1.What effect does Dynamic Assessment have on students' English writing behavior?2.What are teachers' comments and reflections on the application of Dynamic Assessment?3.What effect does Dynamic Assessment have on the English writing proficiency of junior high school students?Through data analysis,quantitative analysis and qualitative analysis,it can be concluded that Dynamic Assessment can improve students' English writing performance and writing enthusiasm,promote the improvement of students' English writing behavior,strengthen the communication between teachers and students,promote the formation and development of students' core competence in English.Considering the problems such as the unitary method and the passivity of practice in the process,based on the theories of curriculum standard and Sociocultural Theory and so on,this paper puts forward some suggestions for teachers toimplement Dynamic Assessment,such as reasonable time planning and coherent practice process.This paper puts forward some strategies to guide students' English writing,such as active and effective communication,long-term and lasting persistence and practice.Based on the analysis of SPSS21.0 experimental data,questionnaire and interview,it is concluded that the application of Dynamic Assessment in English writing teaching can improve students' writing level.Moreover,students hold a positive attitude towards the application of this model in junior high school English writing teaching.In a word,this study enriches the application of this theory in English writing teaching.It can be used for reference to improve writers' English writing level and teachers' English writing evaluation methods.However,there are still some shortcomings such as short practice time and small sample size,which need to be further optimized through continuous teaching practice and test.