A Study On The Application Of Multi-Evaluation Subject Strategy To English Writing Teaching In Senior High School

English writing evaluation is an important part of English writing teaching,which directly affects the effect of writing teaching and the improvement of students' writing ability.However,the traditional evaluation of writing teaching has many problems,such as single evaluation subject,one-sided evaluation results,neglecting the evaluation process and students' central status,thus hindering the effect of evaluation on the improvement of teaching and the development of students' ability.The multi-evaluation subject strategy emphasizes the participation of both teachers and students in evaluation.That means besides teacher evaluation,students' peer evaluation and self-evaluation can also play important roles in evaluation process.It changes the passive status of students in traditional evaluation,and changes the evaluation from one-way to multi-direction,and strengthens the interaction between evaluation subjects,which is of great significance to the comprehensive development of students' quality.Under the guidance of constructivism theory and process writing theory,this research introduces multi-evaluation subject strategy into English writing teaching.It intends to explore the following three aspects: 1)What are the effects of multi-evaluation subject strategy on students' subjective consciousness? 2)What are the effects of multi-evaluation subject strategy on the logic and accuracy of students' writing? 3)What are the effects of multi-evaluation subject strategy on students' writing scores?The research of application of multi-evaluation subject strategy lastes for a semester,and in this research,subjects are juniors of Xiong Yue Senior High School.On the basis of previous studies and practical investigations of the multi-evaluation subject,the author designs a composition evaluation scale and a self,peer and teacher evaluation sheet.By means of questionnaires,portfolios,comparative tests and interviews,the author analyzes and demonstrates the effects of multi-evaluation subject on students' subjective consciousness,logic and accuracy of English writing and writing scores.The results show that,in terms of subjective consciousness,writing logic and accuracy,and writing ability,the students in the experimental class have made greater progress than those in the controlled class.At the same time,in the process of applying multi-evaluation subject strategy,students' abilities of autonomous learning and cooperative learning have been improved correspondingly.In a word,the multi-evaluation subject strategy can be an effective mechanism to mobilize students' active participation in writing learning,and it can also help teachers update their writing teaching methods and improve the efficiency and level of writing teaching.However,there are still some shortcomings in this study,such as the inability to completely exclude the influence of subjective factors on the experimental data,the small scale of theexperiment,and the short research time.I hope to improve and perfect them in the future research.