Abstract
It is stated in the new English curriculum standards in senior high
school "Writingis the communicative ability to write and convey messages.
It is one of the aims of theEnglish teaching to foster students' writing
ability." In 2017, national ministry ofeducation requires that the
proportion of writing in the entrance examination should beincreased. That is
to say, senior high school students should take measures to improvetheir
writing ability.
The purpose of this
paper is to integrate the dynamic assessment (henceforth DA)into the writing
instruction in order to enhance the Ss' writing level. The most importantfeature
of DA is that it does not separate instruction from assessment, but instead, is
infavor of a teacher-student unity that encourages their joint efforts for the
firtureimprovement of the student through their Zone of Proximal Development.
The papergives a systematic introduction of DA and designs a research plan for
investigating theresearch questions. In the research process, the author adopts
the dialogic way ofteaching which is of great help in enhancing learners"
writing interest and improvingtheir waiting competence. The
author researches the function
and effect of thatintegration by using comparison,
description, quantitative and qualitative analysis.
In the beginning, two research questions
are given: 1)Will dynamic assessmentstimulate Ss' interest in English writing
more effectively than static assessment? 2) Willdynamic assessment improve Ss'
writing ability more effectively than static assessment`?To answer
the first research
question, the author
conducts two questionnaireinvestigations. The author also
uses students' scores in the final examination of the lastteen as the pre-test
in order to prove that these two classes are of the same level and canbe used
as experimental class and control class. The two classes use the same learningmaterials.
In the experimental class, the author adopts the interactive way of integratingthe
DA into the English writing instruction. In the control class, the author
adopts thetraditional way of assessing students' end product in writing
instruction only. Eight weeks later, the author takes the mid-term examination
as the mid-test in order to collectdata about the students' English level. At
the end of this semester, the author takes thefinal examination as the
post-test in order to answer the second research question. At theend of this
semester, the author takes the final examination as the post-test in order toanswer
the second research question.
Based on
the experiments and the data, this paper analyses the changes of Ss'attitude
and ability. In the end, a result is clear. Compared with static assessment ornon-dynamic
assessment (NDA), dynamic assessment teaching is much helpful inteaching and
learning.
摘要
《普通高中英语课程标准》(实验稿:2017: 29)指出:“写是书面表达和传递信息的交际能力。培养初步写的能力，是英语教学的目的之一。”国家教育部2017出台的新课标对各省自主命题试卷中书面表达部分的比重要求提高，英语论文范文，英语论文，因此，高中英语教师应该采取有效的教学措施和评估措施来有计划、有目的的去培训和提高学生的写作能力。
本探讨的目的在于探究如何把评估融入到写作中的教学措施，高中英语教学以便提高学生英语写作的技能和能力。动态评估最重要的特点是认为教授和评估是不可分割的，学生未来的发展是依靠师生共同努力使学习者跨越最近发展区域实现的。
本文作者提出两个探讨问题:1)动态评f占比静态评估史能激发学生又寸英语写作的兴趣 |
