On The Application Of Task-based Teaching Method In Middle School English Writing With Portfolio Evaluation

English teaching has been specified in English Curriculum Standards of Compulsory Education as one of the primary purposes to enhance students’writing skill. At present, in the middle school English teaching, writing has been regarded as a time-consuming course, since so much effort has been expended with so little apparent result. This situation has led students to lose interest in learning, leven has an adverse impact on writing teaching. English writing has been a gradually stressed problem by teachers, and they have applied the task-based teaching method to the writing class. Nevertheless, what is the result of the task-based writing teaching? How to effectively evaluate the effect of the task-based writing teaching? Both are the necessary issues for every English teacher to think them thoroughly. This paper would conduct the research on the application of task-based teaching method in middle school English writing with portfolio evaluation.Task-based teaching is a new type of teaching mode which is mainly based on the theory of constructivism, emphasizing "learning by doing", paying attention to the integration of learning and doing. Portfolio evaluation is an effective means of formative evaluation, and it is based on the theories of constructivism, multiple intelligence and meta-cognitive. It’s totally based on the portfolio to give a comprehensive and objective evaluation. This study tries to cultivate middle school students’writing ability in task-based writing class through designed tasks inside and outside the classroom which are related to the writing topic. Meanwhile, make the evaluation standard in line with the task, and then guide students to effectively evaluate. Discuss how to apply task-based teaching method to the middle school English writing with portfolio evaluation. Specifically, it aims to discuss whether it is effective to use the portfolio evaluation, whether it would increase students’writing interest, correct their learning attitude, hence to improve students’writing strategy and writing level.The author has designed the experiment which takes50students of Class2, Grade9in Yang Shan Middle School of Xinyang as the subjects of experiment. It has been conducted for five months, and the basic data is the score of the second term in Grade8. In the process, the portfolio evaluation is applied in the task-based writing class. It can be used to evaluate different tasks, gather their writings, record gain and loss, and share self-examination and experience. The experiment tools are:pretest, post-test, questionnaires and so on. The author compares and analyzes the experimental results of the data collected before and after the experiment from the questionnaires and tests, which shows that the improvement of students in English writing is obvious, and the average score of the portfolio has improved to a certain and are on the rise. So this study can draw a conclusion that the effect of the application of task-based teaching method in middle school English writing with portfolio evaluation is positive and effective it is high-efficiency to stimulate students’learning motivation and arouse the enthusiasm of students’ learning. What’s more, it may have some important implications for the reformation of the English writing teaching. However, there still remains a lot limitations and problems to be sort out in this study, likely the experiment time is relatively too short to show up students’whole learning process; and the cultivation of English writing ability is a acquisition process of the comprehensive language application ability, since this experiment was carried out only in half of the semester, the number of students in the experiment are less and do not have a wide range. All these need further explorations in the future English writing study.