| According to the Senior Middle School English Curriculum Standards(2017 Edition),linguistic skills should include listening,speaking,reading,writing,and viewing.Among them,writing is a crucial form of expression and a significant way for students to develop their linguistic skills and thinking quality.The traditional static assessment teaching model of English writing focuses on learning results centering on the evaluator.It separates teaching and assessment and neglects intervention in the learning process,which is not conducive to developing students’ thinking quality and their writing potential.In contrast,the dynamic assessment teaching model emphasizes the writing process,combining teachers’ assessment and intervention as well as students’ learning through fruitful encounters between teachers and students and between students.In this model,the teacher intervenes and evaluates students according to their current level and their responses in the learning task.The assessment is done throughout the whole process,guiding students to learn and helping them to cross the Zone of Proximal Development(ZPD),and ultimately promoting the development of higher-level thinking and writing skills.Based on the theory of Zone of Proximal Development(ZPD)and Mediated Learning Experience(MLE)theory,the author conducts a study on the application of dynamic assessment teaching model to English writing teaching in a high school in Dalian,taking Class 1 and Class 2 in the first grade as the research subjects and exploring and studying the application of dynamic assessment teaching model in high school English writing teaching.The aim is to verify the feasibility and effectiveness of the dynamic assessment teaching model for improving high school students’ attitudes,writing performance,and writing strategies in English writing.The experimental period is three months,and the following three main questions are explored:1.What is the effect of dynamic assessment teaching model on students’ writing attitudes?2.What is the effect of dynamic assessment teaching model on students’ use of writing strategies?3.What is the effect of dynamic assessment teaching model on students’ writing scores?This study uses questionnaires,tests,and interviews as part of its qualitative and quantitative research methodology.SPSS23.0 software is used to conduct statistics and analysis of the information obtained.Class 1 is chosen as the control class and Class 2 as the experimental class.The control class adopts the traditional static assessment teaching model.The experimental class adopts the dynamic assessment teaching model.Students’ interest in writing,strategies for writing,and views towards English writing are all discovered through questionnaires and interviews are used to make up for the shortcomings of the questionnaires.In this study,the students’ writing scores in the first monthly exam of the semester are used as pre-test data.There is not a significant difference between the two classes’ English writing proficiency levels according to an analysis of the pretest data,so they can be used as two parallel classes in this study.The post-test scores of the experimental class and the control class are analyzed quantitatively to test whether the English writing scores of the students in the experimental class are significantly improved after the experiment.The study finds that the dynamic assessment teaching model helps students build confidence in their writing,improve their attitudes towards writing,and change them from resisting writing to looking forward to writing.In addition,the model is effective in promoting students’ use of writing strategies,with students rating pre-writing organization strategies highest.After writing,students are more adept at using remediation strategies to check for errors in their essays and revise them in a timely manner.In their daily learning,students are more active in using the dictionary strategies to build vocabulary.Finally,the dynamic assessment teaching model can raise students’ proficiency in English writing.After the experiment,students’ compositions in the experimental class show significant improvements in wording accuracy and structural fluency,and the format of their compositions is more standardized.In conclusion,the dynamic assessment teaching model combines teaching and assessment,makes up for the shortcomings of static assessment teaching,and promotes the development of students’ writing potential in the exchange of ideas between educators and students.It is worth promoting in future teaching.The author concludes by outlining the shortcomings of this application study and presenting expectations for future research. |
