Research On Evluation Of Learning Effect Of Senior High School Students' English Writng Under The Blended Teaching Model

The “Basic High School English Curriculum Standard(2017 Edition)” clearly stated in the evaluation recommendations: teaching evaluation should run through the teaching process,scientific evaluation methods should be used to effectively monitor the entire teaching process,and to real-time student learning effects Detection.The“Education Information 2.0 Action Plan” emphasizes the necessity and importance of clear information-based teaching in basic education.Driven by the wave of modern education,the teaching mode of English writing in senior high schools has become more widespread.However,the resources of the evaluation system for the mixed teaching mode of English writing are still scarce.A scientific,effective,complete and powerful evaluation system has to be constructed and gradually improved.The research is built on Postmodern Evaluation Theory,Interactive Response Theory and Social Learning Theory.Based on relevant research at home and abroad and the current status of English writing under the blended teaching model,three research questions are raised:(1)How are the current situation and evaluation of high school students' English writing under the blended teaching mode?(2)How to apply the evaluation system of learning effect of high school students' English writing under the blended teaching model?(3)Can the application of this evaluation system improve the English writing interest and performance of high school students? This study uses interviews to analyze the first research question.Based on reading and analyzing the literature,the author designed the evaluation system of learning effect of senior high school students' learning effect of English writing under the blended teaching evaluation model of scholars Li Fengqing(2017)and Yang Beiyi(2018),and refined the learning effect evaluation system into three evaluation scales in stages.A 16-week teaching experiment was conducted for the teaching evaluation method of the experimental class to answer the second research question.Aiming at the third research question,the author analyzed the experimental class results after the teaching experiment and combined the post-research questionnaires and interviews to summarize the impact of the evaluation system of learning effect on English writing performance and learning interest.There are three research conclusions in this paper.First of all,the author summarized through interviews that the current high school English mixed writing teaching model has the problems of poor effect of preview,poor in-class performance,and the mismatching between evaluation and the blended teaching model.Then,on the basis of previous research,the author designed a learning effect evaluation system for blended English writing teaching and verified its feasibility.Finally,the data from teaching experiment show that: the writing progress of students in the lower class of the experimental class is greater than that in the middle and high class.Among them,obvious progress has been made in four fields: grammar,length,expression and structure.The results of the questionnaires and interviews also confirmed that the blended learning effect evaluation index system was implemented to promote learning,and promoted the efficiency of preview,self-study willingness,quality of homework completion,and reflection behavior after class.Finally,the author hopes to provide reference value for high school English teaching and promote the implementation and development of blended English teaching in high school.