An Application Study Of Real-time Formative Assessment Theory In Senior High School English Classroom:from The Contingency Perspective

The new reform of basic education curriculum(2017)has put forward higher requirements for English teaching in senior high school.It has clarified that teaching process should be a process of teacher-student interaction and common development.From the perspective of contingency proposed by Leo van Lier,the classroom real-time formative assessment theory focuses on students' learning process and internal needs as well as the symmetrical relationship between teachers and students in the classroom.It is closely related to classroom interaction.Therefore,the author applied the real-time formative assessment theory from the contingency perspective to senior high school English classrooms.The aim was to explore whether the real-time formative assessment from the contingency perspective can improve the frequency,time and quality of classroom interaction between teachers and students as well as students and students,and then improve their English scores.The research questions guiding this thesis are:1.Compared with traditional IRF interactive mode and from the contingency perspective,what are the effects of classroom real-time formative assessment interaction mode in English class on interaction frequency,time and quality between teachers and students? What are the characteristics of this kind of class?2.In terms of teaching process,whether teachers and students can achieve the balance between interaction goals and contingency with classroom real-time formative assessments?3.Does the classroom real-time formative assessment theory facilitate students' study?What is its effect on students?104 students from two classes of a senior high school in PuLandian District of Dalian participated in the experiment.One class served as the experimental class(n=53),and the other as the control class(n=51).Both classes were parallel classes in Grade two.The author used SPSS20.0 to analyze the data of the questionnaire and scores before and after the experiment,conducted real-time formative assessment case analysis by means of classroom observations and interviewed with students in experimental class after the experiment.The research results showed that in the high-level contingency classroom under the guidance of classroom real-time formative assessment theory,the teachers and students were committed to the common learning goals.The awareness of intersubjectivity was improved.The classroom atmosphere was more relaxed and active.The interactive time was increased and interactive quality was improved.The learning interests and autonomy of the students were significantly enhanced.The author found that the problems of interaction in senior high school English classrooms mainly focused on the stereotype of students' own learning styles and of teachers' teaching methods and thinking styles.Therefore,the author put forward some suggestions according to classroom real-time formative assessment theory.It is hoped that the research in this thesis can give educators and learners an emphasis on high school English classroom interaction and provide some reference for workers who are committed to education and teaching reform.