英语论文网

vel to describe the learning goals,if necessary can also bedivided into small goals,easy for students to understand,stimulate students’learningmotivation.

4.1.2 Deepening the evaluation of the core quality of English

Deepening the evaluation of the core quality of English and comprehensively evaluatethe students.Language ability,cultural awareness,thinking quality and learning ability have always been the teaching contents advocated by Curriculum Standards in Englishteaching.The core quality elements of textbooks should be explored as often as possible,activities should be reasonably designed,and the qualities of students in various aspectsshould be skillfully cultivated through multidimensional evaluation,provided that the basicknowledge is ensured.

高中英语教学论文参考

Conclusion

By reading relevant literature and analyzing the results of classroom observation andinterview research,the author finally found the current situation of formative evaluation inhigh school English classrooms.At the same time,the author put forward teachingsuggestions based on the findings of the research,and finally listed the shortcomings of thisstudy and the prospect of future research.

(1)Major findings of the study

Through the research,it is found that high school English teachers have theconsciousness of implementing formative evaluation in the classroom.Teachers in differentteaching age stage show different characteristics in formative evaluation,and there are alsodifferences in reading teaching,vocabulary teaching and grammar teaching.In view of theresearch problems,the author’s findings mainly focus on the characteristics of formativeevaluation in high school English classrooms and the problems existing in teachers’implementation.

First,the results of classroom observation and interview show that the frequency ofteacher evaluation in high school classroom is much higher than peer evaluation andstudent self-evaluation.Compared with skilled teachers and expert teachers,noviceteachers will give students more opportunities to conduct mutual evaluation andself-evaluation.Student evaluation is more frequent in reading teaching than in vocabularyteaching and grammar teaching.But generally speaking,teachers are the main evaluators incurrent high school English classes,and peer evaluation and student self-evaluation onlyappear occasionally.The reasons for this are both subjective and objective.Objectivelyspeaking,although the Curriculum Standard points out that students’main position inevaluation should be reflected,teachers have long been in the leading position in traditionalteaching,and the democratic and free teaching atmosphere still belongs to the explorationand application stage.Subjectively speaking,teachers believe that teachers’teachingexperience and subject knowledge can better judge students’learning difficulties and giveappropriate suggestions.In addition,teachers’suggestions are more convincing than peers.

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