形成性评价在初中英语写作教学中的应用：理论构建与路径方法

Application of Formative Evaluation in Junior High School English Writing Teaching: Theoretical Construction and Paths & Methods

摘要: 教学评价是教学活动中不可或缺的环节，其理念与方式的革新直接影响人才培养的质量。当前，初中英语写作教学普遍沿用以单元测试、期中期末考试为主的终结性评价模式，存在重结果轻过程、评价维度单一、反馈滞后等问题，难以全面、动态地反映学生的写作技能掌握、语言运用能力及写作思维的发展过程，制约了学生英语写作实践能力与自主学习能力的提升。形成性评价作为一种关注学习过程、提供持续反馈、旨在促进发展的评价方式，为初中英语写作教学评价改革提供了新视角。本文在梳理形成性评价内涵的基础上，分析其在初中英语写作教学中的适切性，提出一个可操作的形成性评价体系框架，以期为教学改革提供参考。

Abstract: Teaching evaluation is an indispensable component of teaching activities, and innovations in its concepts and approaches exert a direct impact on the quality of talent cultivation. At present, junior high school English writing teaching generally adopts the summative evaluation mode dominated by unit tests, mid-term and final examinations. Such a mode features an over-emphasis on results at the expense of learning processes, single-dimensional evaluation criteria and delayed feedback. Consequently, it cannot comprehensively and dynamically reflect students’ mastery of writing skills, language competence and the developmental trajectory of writing thinking, which hinders the improvement of students’ practical English-writing competence and autonomous learning ability. As an evaluation approach that focuses on learning processes, delivers continuous feedback and targets developmental advancement, formative evaluation offers a new perspective for the evaluation reform of junior high school English writing teaching. On the basis of sorting out the connotation of formative evaluation, this paper analyzes its applicability in junior high school English writing teaching and proposes an operable framework for the formative evaluation system, so as to provide references for teaching reform.