形成性评价在初中英语口语教学中的运用

The Application of Formative Assessment in Oral English Teaching in Junior High School

摘要: 我国英语教学形成注重英语语言知识的传授，并且注重考试的听、读、写能力的培养，而经常忽视英语口语能力培养的现状。教师作为课堂教学活动的开发者和引导者，不论是与学生进行对话还是对学生的回答进行评价反馈都对学生口语能力的提高发挥着举足轻重的作用。本文主要探讨如何在初中英语口语教学中实施形成性评价，如何使形成性评价有效促进初中生口语交际能力的发展，如何使形成性评价推动初中学生口语能力的进步。本文以形成性评价为教学模式，在金安路中学开展实验教学。笔者将初二(二)班41名学生作为研究对象，在实验前，先对学生进行问卷调查，以了解学生对学习英语口语的兴趣、态度等。在实验实施过程中，采用形成性评价教学模式，学生和教师通过使用课堂活动评价等方式，进行课堂口语练习，同伴、老师进行评价。实验结束后，对学生再次进行问卷调查，通过对问卷调查数据分析可看出，相对于传统的评价方法，形成性评价可提高初中学生对口语学习的兴趣和积极性。并在试验结束后可以看出，学生们对英语口语的兴趣有明显提高。

Abstract: In our country, English teaching focuses on the delivery of English language knowledge, as well as the cultivation of listening, reading and writing skills involved in exams, but often ignores the present situation of spoken English ability cultivation. As the developer and guide of classroom teaching activities, teachers play an important role in the improvement of students’ oral ability, whether it is to talk with students or to evaluate students’ answers. This paper mainly discusses how to implement formative assessment in junior high school oral English teaching, how to make formative assessment effectively promote the development of junior high school students’ oral communication ability, and how to make formative assessment promote the further development of junior high school oral English ability. This paper takes formative evaluation as the teaching model to carry out experimental teaching in Jin’an Road Middle School. The author took 41 students from Class 2 of Grade 2 as the research objects. Before the experiment, the author conducted a questionnaire survey on the students to understand their interest and attitude towards learning oral English. During the implementation of the experiment, the formative evaluation teaching model was adopted, in which students and teachers carried out oral practice in class through the use of classroom activity evaluation, and peers and teachers made evaluation. After the experiment, the students were surveyed again. Through the analysis of the questionnaire data, it can be seen that compared with the traditional evaluation method, formative evaluation can improve the interest and enthusiasm of junior middle school students in oral English learning. And at the end of the experiment, it can be seen that the students’ interest in oral English has improved significantly.