An Application Study Of Teacher-student Collaborative Assessment Based On Production-oriented Approach On English Writing Teaching Of Senior High School

China has trained many foreign language talents through teaching methods like“text-center” and “task-center”,while with the continuous development of the country,the quality of foreign language education is far from meeting the needs of the society.In order to effectively solve the problem of “divergence between learning and practice” in foreign language teaching in our country,the “Production-Oriented Approach” foreign language education theory came into being.The problem “time-consuming and inefficient” has arisen in the past ten years' application of the theory.In view of this,professor Wen Qiufang and her team studied the teaching characteristics based on the Production-Oriented Approach,summarized the teaching evaluation methods in China,and then proposed a modern evaluation method-“Teacher-Student Collaborative Assessment”.This paper attempts to apply the TSCA based on POA to the English,writing classes in Senior High,aiming at improving the current situation of “light output,light evaluation” in the current high school English writing.The specific research questions are as follows: 1.Can TSCA promote the English writing competence of high school students? 2.What are the impacts of the TSCA on the focus of high school students' English writing evaluation?The subjects of this teaching experiment are two parallel science classes in Harbin No.3 Middle School.According to the pre-test results,there was not distinguished difference in the writing proficiency between the two classes,and their English competence was equivalent.The difference was that the experimental class used the method of TSCA under the guidance of the teacher,and the controlled class used the traditional method-Product Approach for writing teaching.This experiment adopted comparative method.The main research tools were pre-test and post-test,and the test contents were English writing tasks of College Entrance Examination.In the latter part of the experiment,the data of pre-test and post-test results were analyzed by the SPSS software.An open interview was also carried out as a supplement,the detailed answers of the students were carefully recorded.After the teaching practice and analysis of the relevant data,the author found thatthe writing scores of both classes have improved,and also both classes have made significant progress in the four evaluation focuses of language,grammar,structure and content,but the experimental class have improved more significantly.Through open interviews with students,it is found that students have a high degree of recognition for the teaching model of the TSCA.This teaching method can effectively enhance students' English writing enthusiasm and writing competence.In the process of teaching practice,the author also found some limitations like the number of the research objects is small,and the teaching practice period is short.Through the application of the TSCA,corresponding teaching suggestions such as how to determine the evaluation focus and the importance of design fruitful teaching evaluation activities are proposed.