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本文是一篇英语教学法论文，笔者认为动态评估显著提高了学生的英语写作成绩，并在准确的语言、实质性内容和逻辑组织方面取得了显著进步。在预测试中，两个类的写性能没有显著差异。但实验结束后，尽管两个班级在后测中都表现较好，但实验班的写作成绩却没有显著提高。

Chapter One Introduction

1.1 Research Background

Language skills are an important part of the curriculum content in the General SeniorHigh School English Curriculum Standards(2017).And one of the most important skillsthat is needed to teach is writing(Brown,2000).To begin with,writing provides a way ofmonitoring EFL learners’language production.It is a source of stable data analysis whichshows how language was learned(Parisa,2017).Accordingly,the need to teach writing iscrucial because writing is not only a way of discourse manifestation but a way ofmanifesting the linguistic,pragmatic,intercultural and strategic competence.Moreover,writing is an essential means to cultivate students’critical thinking ability.It can reflect theexpression and thinking ability of English learners.In short,according to the GeneralSenior High School English Curriculum Standards,writing serves as an indispensable rolein language comprehensive application capability.In addition,writing is also a challengingskill to students.

However,the importance of writing is the most underestimated in senior high schoolEnglish teaching in China.That is to say,writing class is the weakest link and the leastideal course(Huang,2006).Actually,the current status of English writing teaching insenior high schools is not optimistic.There are some problems that frequently occur in thepresent English writing teaching in senior high schools(Liu,2010).In the first place,thefocus of English writing teaching is on results rather than process.In writing teaching,most teachers usually focus on students’writing results,and often ignore students’writingproblems and difficulties in the whole process.

1.2 Research Objectives

Writing is hailed as a crucial part of the ability in using language.However,thecurrent situation of English writing teaching in senior high schools is not satisfied andoptimistic.Moreover,static Assessment still dominates in English writing teaching.Toimprove students’writing ability,it is crucial to make efforts to explore and update writingAssessment method.

As is mentioned above,some related researches are limited to undergraduate groupand theoretical research.Therefore,this paper takes previous researchers’opinions intoaccount and selects senior high school students as the research subjects to do anexperiment with the purpose of exploring the effectiveness of dynamic assessment toEnglish writing teaching in senior high schools,hoping that this research can give someimplications and reflections to English writing assessment in senior high schools.

Chapter Two Literature Review

2.1 Definitions of Dynamic Assessment

The definition of Dynamic Assessment has become predominant and influential in thefield of education in recent years.Different scholars and researchers have put forward anumber of definitions of Dynamic Assessment.Several representative and well-recognizeddefinitions are picked out to have a better understanding of Dynamic Assessment.

Although Dynamic Assessment had its roots in Vygotsky’s concept of the ZPD,Vygotsky himself did not put forward the term-Dynamic Assessment when formulating hisproposals.The term of 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。