A Study On The Application Of Multiple Evaluation In The English Writing Teaching Of Senior High School

English writing is not only a reflection of students’ English comprehensive ability, but also one of the four basic language skills in English learning. For a long time, writing teaching is always an important and difficult part in high school English teaching. However, from the situation of Sichuan college entrance examination in recent years, students’ writing scores are not satisfying. Thus, students and teachers are all concerned about how to effectively improve students’ English writing level.As an essential part of writing teaching, the way and effect of writing evaluation directly influence students’ writing motivation and attitudes. However, traditional “teacher-centered” writing evaluation way is simple and mechanical. It only stresses the result, neglecting the process of evaluation and student’s predominant status. Such an evaluation system isn’t beneficial for the cultivation of students’ initiative and creativity in writing learning, gradually lowering students’ writing motivation and interests. The New English Curriculum Standard for Senior High School(2003) clearly promotes the evaluation system of combining formative assessment and summative assessment, encouraging students, peers and teachers all concern and participate in evaluation to realize the diversification of evaluation subject and way. In this way, evaluation can truly play the function of concerning students’ study process, emotion and strategy, inspiring them to persistently study.Therefore, constructing multiple evaluation system in senior high English writing teaching becomes especially urgent and important. At present, there are not adequate application studies on multiple evaluation ways in the senior high school English writing teaching. This study combines teacher evaluation, self-evaluation and peer evaluation in the process of English writing teaching to carry out a three-month periodical application research, aiming to explore the influence of multiple evaluation on senior high English writing teaching and demonstrate the following three questions:1. What are students’ attitudes towards current English writing teaching and multiple evaluation ways?2. What are the effects of multiple evaluation on students’ English writing ability?3. What are the effects of multiple evaluation on students’ English writing learning strategies and cooperative spirit?On the basis of previous studies on multiple evaluation, the research designs questionnaire paper, composition evaluation scale, self, peer and teacher evaluation sheets, taking advantage of questionnaire, contrast experiment and interview to solve above three questions.The results after the research show that compared with control class, the writing interest and ability of students from experimental class have been greatly improved. In the process of carrying out multiple evaluation, students also develop better writing learning habits and strategies. The ability to autonomous learning and cooperative learning both have a homologous promotion.From here we see that multiple evaluation can become an effective mechanism to motivate students to take part in writing learning positively and help them know more about their advantages and shortcomings in writing as well as improvement direction. Meanwhile, it contributes teachers to updating writing teaching methods and improving the efficiency and level of writing teaching.