Research On The Application Of Multi-evaluation In Junior Middle School English Writing Teachin

Writing is one of the basic skills that English learners need to master.According to the Compulsory Education English Curriculum Standards(2017),The writing ability of junior high school students should reach level 5 when they graduate.However,from the current survey,there is a certain difference between students’ ability and the established standard.One of the factors is the unreasonable evaluation method of English writing teaching.At present,teachers mostly follow the summative evaluation model,that is,teacher assign task--student finish task--teacher correct essays--student correct composition.Teacher is the only evaluater,and the evaluation subject is single.Teachers focus on grammar and spelling mistakes,pay less attention to structure and content,evaluation content is single;teachers seldom communicate with students alone,and the evaluation form is single.Students have low writing abilities.Under the guidance of the English curriculum standard,it is urgent to optimize the traditional evaluation model.Because of the disadvantages of traditional evaluation,more and more scholars are exploring effective evaluation methods,multiple evaluation has become one of the exploration forms.Now,most of the researches of multiple assessment focus on reading and listening in college and high school,but little on writing in junior high school.Based on multiple intelligence theory,constructivism theory and humanism theory,combined with the guiding principles of English Curriculum Standards,Regard writing evaluation as the starting point,this study conducted a three-month teaching experiment in a junior high school in Weifang city,Shandong Province.Two parallel classes were selected as the research sample,they are comparative class and experimental class respectively.The former took multiple evaluation while the latter took traditional evaluation.With the help of the contrast experiment and questionnaire,self-evaluation,teachers’ evaluation and interactive evaluation,To explore the effect of multiple evaluation in English writing teaching of junior high schools.Through comparison and analysis,the following problems are mainly solved:(1)What is the impact of multiple evaluation on English writing ability of junior high school students ?(2)What different effects of multiple evaluation on students at different language levels?(3)What is the attitude of junior high school students towards multiple evaluation ?The results show that:(1)Multiple evaluation has a positive impact on English writing of junior high school students.Multiple evaluation can improve writing ability from the whole level,and improve the language dimension significantly.(2)Multiple evaluation has different effects on students with different language levels.The total scores of medium and low score students improved obviously;The language dimension of medium and low score students is obviously improved.The content dimension of high medium students improved obviously;The structural dimension of middle and low scores is obviously improved.(3)Through the questionnaire survey of the writing attitude,it is found that the multi-evaluation can significantly improve the value consciousness and self-efficacy of the experimental class students.This study constructs a multi-evaluation pattern for English writing teaching in junior high school.It demonstrates positive significance of multi-evaluation for English writing teaching,enriches the theory of English writing teaching,and it has a guiding role.In view of the experimental results,this paper put forward some suggestions for English writing teaching in junior high school.On the one hand,teachers should consider the differences of students in carrying out multi-evaluation.On the other hand,teachers should adjust the specific methods according to the actual teaching situation.