Empirical Study On The Influence Of Formative Assessment On English Reading Comprehension Of Junior High School Students

English reading teaching belongs to input language teaching,which examines students' language and culture knowledge,students' syntactic understanding ability,the accumulation of students' language points,and the most important thing is to examine students' comprehensive language thinking ability.In the face of the new senior high school entrance examination proposition orientation and the application of the two national volumes of Shaanxi Senior high school entrance examination,the proportion of reading points has been greatly improved,and the purpose of reading question type investigation is novel,and the inspection angle is relatively flexible.Therefore,in the whole language teaching of secondary school,reading teaching has become seriously important.Whereas,the Evaluation of English reading class decides the reading efficiency.The current evaluation condition of junior high school English reading is as follows:the notion of the formative assessment is ambiguous;the application of the formative assessment into English reading class is unreasonable.Some special situations will spring up,especially when students face up to the new exam,schools will tend to judge students' English competency by the scores only,and during the evaluation of students' English reading process,the use of the formative is rich in its forms but in vain in its function.In such a case,how to arouse students' English reading experience and improve students' English reading comprehension ability via multi-formative evaluation methods are current difficulty.The question to be studied in this paper is:”What are the effects of the scientific application of formative assessment on junior high school students' English reading comprehension? To be specific,What is the influence of formative assessment on junior high school students' English reading experience?What is the influence of formative assessment on junior high school students' English reading comprehension ability?”The research of this paper will combine "evaluation theory in English Curriculum Standards for Compulsory Education(2011edition),constructivism cognitive theory,multiple evaluation theory,etc." to carry on the theoretical research.The research ideas adopted are carried out according to the overall thinking of finding problems,analyzing problems and solving problems.Strictly according to the understanding of the problems existing in the evaluation practice in the current junior high school English reading teaching in this region,this paper analyzes the causes of the problems,determines the research assumptions based on the reasons,designs the empirical research experiment design,analyzes the research data,and synthesizes the results of the study to construct the overall thinking of the optimization strategy."Empirical study on the influence of Formative Assessment on Junior High School Students' English Reading Comprehension" is selected in this paper.72 students in Grade 8 from a junior high school in Baoji City are chosen to take part in this research.36 students are placed into experimental class and the others are placed into control class.First,students' reading comprehension is surveyed by using interview,questionaire and pre-test.Next,the teacher adopts conventional practice in control class.The formative assessment in English reading teaching is adopted in experimental class.After the teaching experiment,students' reading comprehension is surveyed by using interview,questionaire and post-test once again.Through experiments and analysis,the researchers found that :(1)the systematic application of formative assessment has a very important positive impact on junior high school students' reading experience and reading habits;Specifically,it will have an important impact on the junior high school students' reading interest,reading attitude,self-evaluation,reading behavior,reading frequency,reading amount and other factors.(2)after a semester of formative assessment teaching,the experimental class students are better than before in the application of multiple skills,such as:skimming,scanning and generalizing.After comparing the post-test results of the experimental class and the control class,the post-test results of the experimental class are better than the post-test results of the control class,and their differences are obvious.It can be seen that "the rational use of formative evaluation and the application of formative evaluation in routine reading teaching can indeed improve students' English reading performance".It can be concluded that the systematic application of formative assessment has a very important positive effect on the reading comprehension ability of junior high school students.In general,the use of formative assessment in English reading teaching can improve students' English reading experience and habits,improvestudents' English reading comprehension,and have a positive impact on students' reading comprehension in junior high school English reading teaching.In view of the present problems on the evaluation of junior high school English reading comprehension teaching,according to the development of the students' strategy,how to build a better set of feasible evaluation,regulate "junior high school English reading teaching in the use of formative assessment,maximize to promote English teachers' professional development and students' language comprehensive ability from the perspective that teaching is learning",This study on subsequent English reading teaching classroom teaching evaluation has very significant value and enlightenment,we can get two aspects of enlightenment: junior high school English reading teaching evaluation can be based on students' point of view to build the effective strategy on the reading comprehension formative evaluation,can also be based on English teachers' point of view to build the effective strategy on the reading comprehension formative evaluation.