Abstract: The new English curriculum standard for senior high school puts forward higher requirements for writing skills. The author analyzes the problems existing in the previous writing evaluation and their causes, changes the teaching concept, pays attention to formative evaluation, guides students' writing strategies and improves their writing level.
Keywords: increasing language input teaching evaluation strategy to improve writing level
Abstract: The English curriculum standards for senior high schools put forward higher requirements for writing ability. The author analyzes the problems existing in the previous writing evaluation and the reasons, changes the teaching concept, pays attention to the formative evaluation of students' writing strategies and improves students' writing ability.
Keywords: evaluating teaching strategies, increasing language input and improving writing ability
First, ask questions.
Writing plays a very important role in senior high school English teaching. This standard puts writing into one of the tasks of English curriculum in basic education, and points out that students should learn to collect information independently, write short essays in common genres, modify them by themselves, and cooperate with teachers and students. & lt 1 & gt； Should high school English teaching pay special attention to students' use of English? Suitability? . & lt2> In senior high school English teaching, it is essential to acquire and process information, whether it is to choose language materials or design classroom teaching activities. English teaching in<3> senior high schools should pay special attention to cultivating students' ability to analyze and solve problems, and develop their critical thinking ability through analyzing and solving problems. However, writing has always been the weakest link in China's current English teaching, and writing teaching lags behind in the whole foreign language teaching, leading to the formation of? Hear the writing students upset and see the writing teacher have a headache? Phenomenon.
Second, the problem analysis
At present, students lack interest and motivation in writing, which is related to the traditional English teaching evaluation mechanism. Judging from the previous evaluation of writing teaching, most of them stay at the level of summative evaluation. Summative evaluation mainly evaluates students' learning results, ignores the examination of students' learning process, ignores the promotion of students' development, and pays insufficient attention to students' emotional experience, attitude and values in the writing process. Students are basically in a passive position, their self-esteem and self-confidence are not well protected, and their initiative is not well played. Therefore, in the process of English writing teaching, teachers should change their ideas and realize the change from focusing on summative evaluation to focusing on formative evaluation in the teaching process. Evaluate students' learning process, confirm students' potential, improve and develop students' learning, let students know themselves and realize independent learning and development. Through evaluation, students can constantly experience progress and success in the process of writing, and promote the all-round development of students' comprehensive language use ability.
Third, English writing teaching strategies
(1) combination of reading and writing? Increase information input, stimulate interest and inspire.
(1) text reading
American writer Delven? g？ Schubert pointed out in the article Reading is Writing that reading articles compiled by textbooks are the distribution center of writing materials, the exhibition hall of language phenomena, the analysis room of grammatical rules and the model essay of article genre. Teachers can use the reading materials in textbooks to teach students to actively accumulate writing, learn to learn and apply reading skills to writing. For example, the unforgettable experience of reading Unit4 in Senior One English? Rescue? At the same time, students can be gradually guided to summarize the writing methods when telling stories, such as taking time sequence as a clue, expressing the sequence of events with first, next, last and so on, so that students can describe an unforgettable experience for written expression training. In this way, students not only master the original knowledge and text structure of the textbook, but also master some writing skills and skills, and improve their written expression ability. Therefore, the reading materials selected in the book are the model of writing and the main way to output information to students. As long as students read a lot effectively under the guidance of teachers, they will digest and absorb the essence of the text and make it a blueprint for writing materials and expressions.
(2) Reading after class
After class, teachers guide students to turn their reading eyes from the text to a broader reading space and living space, such as reading newspapers and magazines such as 2 1 century newspaper. 2 1 Century English Newspaper for Middle School Students 102, which group did you choose? Rocket man? (2003 1 1 month 1 1) They reported the information about Yao Ming that many students were interested in to the whole class in the form of news reports. By reading newspapers and magazines, students have exercised their ability to search for information and study independently, expanded their reading range, increased their vocabulary and accumulated more writing materials. Reading is the source of writing. As long as students can read a lot and internalize the language knowledge absorbed in reading and export the language through writing training, they will certainly be able to master and use the English language.
(3) reading? Form a sense of language, absorb language and improve students' sensitivity to English language.
At present, students spend too little time reading aloud, which affects the formation of language sense. Chinglish sentences often appear in English writing, such as
(B) the combination of speaking and writing
Festulodge said that? Skills and abilities can only be cultivated through practical application? The skills and ability of expression are cultivated through reading, speaking and writing reports. Sentence structure and expression in students' oral English are often the basis for them to learn to write. Students' rich oral expression experience plays an important role in the success of writing. Listening and reading are information inputs, while speaking and writing are information outputs. If we neglect speaking and writing, our poor language output will become worse. Therefore, before students start writing, they can be inspired by brainstorming to analyze topics, determine arguments, discuss how to organize structures, such as free description and writing, list opinions, provide evidence and list writing steps. Then the students write an outline, a draft and writing independently according to the relevant knowledge they have obtained. Teachers can also arrange a few minutes for students to discuss a topic in groups or in pairs and express their opinions. For example, Unit 2 Writing (NSE FC Book 1) My experience in learning English, is it my first time to brainstorm? Do you like learning English? For the introduction, the reasons why I like learning English (why I like English) and the reasons why I don't like it are discussed in pairs. T like learning English, and then in the form of group activities, let students listen, discuss, cooperate and share according to the difficulties I encounter in listening, speaking, reading and writing, and find the correct learning methods in group activities. Finally, list the outline:
Paragraph 1: My problem of learning English.
The second paragraph: How can I improve my English?
The third paragraph: I like learning English.
Paragraph 4: How do I hope to use my English?
my question/my issue/my problem/my trouble
Ideas for improvement
Why do I like English?
My English future
According to the writing requirements, initially complete a written expression? My experience in learning English? . Therefore, we should design a variety of language output activities, including speaking and writing, to promote the cultivation of students' language output ability.
(3) Comments and comments are combined
Teachers usually respond to students' writing by correcting and grading. If the teacher just painstakingly corrects and doesn't seriously organize comments, it will fall short and get twice the result with half the effort. One of the keys is the teacher's comment skills.
1. The teacher commented on the class. This is the most important way to comment. When correcting compositions, teachers should make necessary records and fully prepare the contents of comments. & lt 1 & gt； Comment on examples of improper use of words, grammatical and tense errors in composition and correct the wrong usage. & lt2> Select the wonderful parts of students' compositions, and make comments on the angle of material selection, cutting skills, structural arrangement, detail handling and methods at the beginning and end, so as to praise the students who write good articles. & lt3> When commenting, students should be asked to check the deficiencies in their articles against the requirements and model essays. As long as careful preparation and targeted comments are made, the role of improving students' writing ability is self-evident.
2. Selective interview of individual students. This kind of two-way communication between teachers and students is beneficial for teachers to better provide feedback information to students, and to explain teachers' comments on students' compositions by commenting on their responses to students' writing, thus deepening students' understanding and impression.
3. Evaluate each other. Teachers make corresponding evaluation forms, such as:
Class: Name: Seat Number:
Grade standard content
A
B
C
D
self-assessment
Group review
Teacher evaluation
Is the spelling correct?
absolutely right
There are several mistakes.
There are some mistakes.
Many mistakes
Is grammar and vocabulary used correctly?
More grammatical structures and advanced vocabulary are used.
Can use some grammatical structures and vocabulary.
Grammatical structure is monotonous and vocabulary is limited, which does not affect understanding.
There are many grammatical errors and limited vocabulary in the article, which affects understanding.
Is the content complete?
Thoughtful and meaningful
A meaningful, ambiguous point of view
The content is average
The content is too dull.
Is it logical?
The connecting elements between sentences are effectively used, which makes the full text compact.
Use simple connecting elements between sentences to make the full text compact.
The connection elements between statements are rarely used, and the content lacks coherence.
The sentences are intermittent and the writing is not smooth.
creativity
Creative and expressive.
More creative, concise and complete
Not creative enough, relatively complete.
No creativity, incomplete content
Group evaluation (group evaluation)
Evaluation content
Good words and sentences in the article
The deficiency of the article and the correction of sick sentences
Comprehensive evaluation (ABCD)
Comprehensive evaluation of teachers (teacher? S assessment)
Evaluation content
Grade (ABCD)
Writing effect
Modification effect
Evaluation effect
Incentive opinion
Let the students revise (or write the second draft) by themselves, then the group will evaluate each other, and then the teacher will evaluate. On the one hand, it will greatly reduce the burden on teachers, on the other hand, students will benefit a lot from self-evaluation and mutual evaluation. Because students know each other better, their mutual communication can often get good results. When students realize that the teacher is not the only reader of their articles, they will write their compositions more carefully. Therefore, letting students circulate and revise the composition not only increases the realism of writing, but also enables students to form new ideas, develop good writing habits and experience the progress and success brought about by the writing process.
Fourth, teaching enlightenment.
Writing is one of the important ways of language output, and it is also the cultivation of language comprehensive ability. English writing teaching is a difficult and weak link in senior high school English teaching. Therefore, teachers should pay full attention to writing teaching from the first year of senior high school, and let writing training run through the whole senior high school English teaching. We should use all teaching methods to stimulate students' interest in writing, increase the amount of language input, turn language input into students' output of the language they have learned, and let students have something to say and write about most topics in their study life. Teachers should also apply formative evaluation mechanism to writing teaching, pay attention to students' subjective position and writing process, cultivate students' self-evaluation ability and self-education ability, learn to trust, be honest and fair to themselves and others in mutual evaluation, gain a sense of accomplishment in evaluation, enhance self-confidence, cooperation spirit and autonomy, and improve English writing level.
refer to
1.In 2003, the Ministry of Education formulated "English Curriculum Standards for Ordinary Senior High Schools (Experimental Draft)" People's Education Press.
2. Chen Lin and Cheng, Interpretation of English Curriculum Standards for Senior High Schools in 2004, Jiangsu Education Press.
3. Xu Guifang 2006? Practice and exploration of English writing teaching in senior high school? Foreign language teaching in primary and secondary schools 2006.3 P2 1-24
4, Liu Kuanping, Zhou, Cao Xiaoyan 2003 Effective ways to improve China students' English writing ability [J]. Foreign language field. (6): 68-7 1.
5. Ni Editor-in-Chief, Center for Basic Education Curriculum and Textbook Development, Ministry of Education? English teaching evaluation of basic education? Research and Exploration (3) Beijing Education Press
6. Zhao Jianqun 2005? A Study on the Application of Process Genre Approach in Senior High School English Writing Teaching? The fifth special issue of excellent papers on English teaching and research in primary and secondary schools sponsored by East China Normal University (P 10- 15).
7. Hou 2005? High school English reading and writing integration? English teaching and research in primary and secondary schools 10: P44-45
8. Hu Chundong and Wang Cairen 1998 "On English Writing" Guangxi Education Publishing House
9. Zhong Qiquan Zhanghua 200 1 Teaching Principles Education Science Press.
10, Zheng Liwei 2005? Extended English Teaching in Senior High School? English Teaching and Research in Primary and Secondary Schools (5): P2 1-22
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