A Study On The Application Of Multi-evaluation In English Process Writing Teaching In Senior High School

Writing is one of the most important aspects in high school English study.At present,the majority of senior high school English writing teaching in China still adopts the traditional result-writing teaching method,and the evaluation method of writing teaching adopts the single model of teacher evaluation,which not only affects students’ initiative and enthusiasm for English writing,but also neglects their comprehensive development in the process of writing.China’s ministry of education advocates the pedagogy of learning process and emphasizes student-centered and subjectivity concept.In order to reflect students’ subjectivity and cooperative learning awareness,many educators advocate process writing teaching mode and explore new and diversified evaluation methods in this process.In order to improve students’ writing and the quality of the high school teachers of English writing teaching method,based on the multivariate evaluation and the process of writing teaching research literature at home and abroad,author propose a new writing teaching model which applied multivariate evaluation to the process of writing teaching,the diversification of evaluation through pre-writing,drafting,responding,revising and final version,each linked of writing.This method is the combination of multiple evaluation and the process of writing teaching.This paper combines the basic concepts of the latest English curriculum standards,based on the theory of multi-evaluation and process writing teaching method,using the literature method,questionnaire survey method,interview method and experimental method to conduct quantitative and qualitative research.mainly through the investigation and practice research to solve the following problems:1.Can the application of Multiple Evaluation in the English writing teaching of senior high school students improve their English writing interest?2.What are the effects of implementing multiple evaluation methods on high school English process writing teaching on students’ writing competence?The author firstly investigated the attitudes of different levels of high school students in Xiangtan on multi-evaluation and the current writing teaching and evaluation methods through questionnaire survey.Subsequently,the experimental method was adopted,and the writing teaching experiment was conducted with the 10 th and 11 th classes of Xiangtan No.1 Middle School as the empirical research object.The two classes were high-level parallel classes,and the English teachers were the same one.Through the comparison of the English writing before and after the experimental class and the control class,and the horizontal and vertical analysis of the writing test results after the multi-evaluation of the experimental class,combined with the questionnaire data and interview results,the multi-evaluation interest and writing of English writing for high school students is confirmed.Ability and the impact of multiple evaluation attitudes.This study found that multivariate evaluation has obvious advantages in high school English process writing teaching.Compared with the traditional single writing evaluation method,multi-evaluation is more conducive to improve students’ writing interest and writing ability.Peer evaluation,self-evaluation and teacher evaluation have different focuses in writing evaluation,and influence students’ writing in different ways to maximize the evaluation effect.However,the differences in students’ English proficiency have led some students to be unable to master a variety of evaluation methods,and the effects of the evaluation are affected in the actual operation.At the same time,it also did not consider the influence of students’ language level differences on the experimental results,which affected the validity and reliability of the experiment to some extent.