The Construction Of English Writing Portfolio In Senior High School & Learner Autonomy

Considering the age characteristics of senior high school students and their current English writing conditions, through deep researches into lots of the literature and relevant materials, this thesis has explored the feasible way of constructing a sound English writing process portfolio theoretically to promote autonomous development for senior high school students.In chapterâ… , we introduce the research background, current research at home and abroad, and the contents and significance of this research. In China, the long-term exam-oriented education system principally takes the form of summative assessment, and a score from a test becomes the unitary means of measuring students'English proficiency. The English Curriculum for Senior High School Student (Trial) (2003) has put forward improving assessment system,enhancing students'autonomous learning ability and promoting students'all around development. Portfolio, as an important tool of formative assessment, has been advocated assessing students'performance and facilitating students'development. Under this background, we suggest the construction of English writing process portfolio for senior high school students to tap their potentials for autonomous learning and improve their writing competence.In Chapterâ…¡,we make an overview of learner autonomy, gain the insights into the definitions of learner autonomy, interpret the features that autonomous learners must possess, and the new role of the teachers and students in autonomous learning, which guide us to construct a portfolio that is conducive to students'autonomous development. In Chapterâ…¢, first, we give a profile of portfolios and deal with the origin, definition, types and features of portfolios. Then we interpret the significance of portfolio construction. Lastly, we work out eight principles of constructing a sound English writing process portfolio. They will lead students and teachers to successfully build English writing portfolios that enhance students'competence in autonomous English learning. In Chapterâ…£, we explore the project of constructing English writing process portfolios. First, we suggest making good preparations for the portfolio construction. Second, we suggest that the goal setting should be the results of the negotiation between the teacher and the students. Throughout the process of goal setting, as a coach, a supporter and a facilitator, the teacher is bound to help students learn to self-determine on their learning. Third, we believe that the teacher should arouse students'interest and ownership of the portfolios by inviting them to design the portfolio cover to their taste. Fourth, we suggest the portfolio should be stored in the...