A Study On The Application Of Dynamic Assessment Model To English Writing Teaching In Senior High School

Writing is an important part in senior high school English teaching,which can effectively promote the internalization of language knowledge and train students' ability to use English language.At present,the English writing teaching in senior high school generally adopts summative assessment.It focuses on the result of English writing and neglects the writing process,which is not conducive to improving students' writing level.In 2017,the English Curriculum Standards for Ordinary Senior High School formulated by the Ministry of Education emphasizes that teachers should focus on the development and growth of students.Besides,it emphasizes that students and teachers are the subjects of evaluation.Therefore,it is very necessary to explore and construct a new senior high school English writing assessment model.Dynamic assessment emphasizes the integration of teaching and assessing.In addition,it advocates to enhance students' development potential through teacher's intervention or the interaction between teachers and students.Therefore,it has attracted the attention of scholars at home and abroad.Based on process writing theory,constructivism theory and zone of proximal development theory,this research analyzes the current situation of senior high school English writing teaching and combines the research results of domestic and foreign on the dynamic assessment model that applied to English writing teaching to conduct a one-semester experimental teaching.This research attempts to explore the following two issues:1.Does the application of dynamic assessment model to English writing teaching in senior high school improve students' writing interest and writing enthusiasm?2.Does the application of dynamic assessment model to English writing teaching in senior high school improve students' writing grades?This study uses questionnaire,test,interview research instruments and uses Excel and SPSS17.0 to compare and analyze the collected data.A total of 127 students from the class 7 and class 8 of Grade two of Chencang Senior High School inBaoji City are selected as research subjects.Under the condition that two classes in a common situation such as teacher,teaching materials and other objective elements,the author compares and analyzes two classes' English writing scores before the experiment.The pre-test data shows that the English writing level of the two classes is equivalent(p=.388>.05)and the experimental teaching can be developed.After a semester of experimental teaching and analysis of experimental data,the following conclusions are drawn: the application of dynamic assessment model to English writing teaching in senior high school can improve students' English writing grades(EC: 21.05,CC: 17.31).To a certain extent,it can improve students' writing interest and writing enthusiasm.Absolutely,the application of dynamic assessment model to senior high school has a positive impact on English writing teaching.Finally,the author also analyzes and summarizes the implications and limitations of this research.It is hoped that it can provide some suggestions for the assessment of senior high school English writing teaching.