An Empirical Study On Advancing Autonomy Learning By Formative Assessment In Senior High School English

Owning to the rooted traditional teaching ideas and the incomprehensive understanding of the learning assessment, many teachers still continue to use the teaching mode which the teachers instruct all the time in the class, and they also depend on the summative assessment. As a result, the students learn English passively and only pay their attention to remember language points. So they ignore to use the language itself in practice and advance the intercourse abilities. It is not good for the teachers to arouse the students'inner-motivation and confidence to learn English, even resist advancing the students'autonomy learning ability. Consequently, the English teaching gets into a strange circle in our country, and learner autonomy is being paid more attention to in English instruction in the field of education all over the world.Under the background of new curriculum reform in senior high school, autonomy learning and formative assessment become two hotspots which overthrow the traditional English teaching. Firstly, this paper reviews relevant theory researches of formative assessment and autonomy learning, and conclude their definitions, characteristics, theory foundations and demands of new curriculum reform, especially the cultivation of autonomy learning ability, and their relationship. Thereby, this paper puts forward that the autonomy learning can be advanced by formative assessment in senior school English teaching.On the base of theory research, the author integrates the facts of English teaching, aims at cultivating English autonomy learning ability by means of formative assessment and carries out the teaching experiment during one semester, in order to testify the hypothesis that the English autonomy learning ability can be improved by means of the formative assessment. The author takes two general classes in the same grade as research objects, uses many kinds of formative assessment tools and builds the diversifying and three-dimensional formative assessment system. As a result, the single assessment criterion can be overcome and the all-round and personal formative assessment system can be formed. In the process, the students can realize their learning status and rate of progress by themselves. Moreover, they can adjust their learning strategies in time and form customs of learning autonomy. This study that integrates formative assessm onomy learning in the way of fostering autonom learning ability by formative assessment has achieved the satisfying experimental results which totally accords with the demand of the new curriculum reform. It is believed that this study can provent and autyide the new way for English teaching in senior school.