Research Of The Question-answer Strategies In Senior High School English Classroom Based On Formative Assessment

Question-answer process in English classroom is related to the quality of English teaching, it also has an important impact on classroom teaching. With the General High Middle School English Course Criteria(Trial Edition) carried out, evaluation system which is applied to the quality education should be established. According to the General High Middle School English Course Criteria(Trial Edition), “teachers should promote the combination of summative evaluation and formative evaluation and attach importance to the learning process as well as the final result. And evaluation should be primarily formative;” Now more emphasis is placed on the role of formative assessment in teaching evalution. The fact is, however, in today’s Senior High School English classroom, the consciousness of formative assessment is really weak, the student’s understanding of formative assessment is not clear either. English classroom teaching is still the traditional teacher-centered model. And the so-called dumb English phenomenon in foreign language teaching is still there; students’ foreign language communication ability, comprehensive ability to use English is really poor, which should be solved soon.This paper is, based on the speech act theory, developmental teaching evaluation theory, multiple intelligence theory and the formative assessment, by means of literature review, survey and interview methods etc., to make an observation and detailed analysis of the question-answer situation in Senior High School of Ganzhou and Tangjiang. The main content of analysis is how the practical application of formative assessment in Senior High School English classroom is used, how the students and teachers think of the formative assessment at present, and how to improve the use of formative assessment in Senior High School English class. This paper is to find out the problems in the reform of English education, and on the basis of research, combined with the actual survey results, to put forward strategies of improving Senior High School English classroom teaching, which has great significance to the reform of English teaching.