A Case Study On The Reform Of Grammar Evaluation Of National Matriculation English Test In Beijing

In recent years,the upsurge of National Matriculation English Test reform has attracted the attention of researchers.As a new form of grammatical evaluation,discourse-based rational cloze has been gradually adopted in many provinces and cities in China.In 2019 Beijing NMET,the grammar evaluation form was reformed,and 15 multiple-choice questions were replaced with discourse-based rational cloze.However,the domestic research on the reform of English grammar evaluation form in Beijing NMET is limited,and empirical research is also lacking.The purpose of this study is to investigate the current situation of English teaching and learning in senior high school under the background of the reform of English grammar evaluation form.By exploring the influence of the transformation of English grammar evaluation form on senior high school English teaching,this paper puts forward effective strategies to deal with the new question type.Based on the discourse analysis theory,this study uses the method of combining theoretical analysis with the field survey and uses questionnaire and interview methods to collect data.This study focuses on three questions:(1)How do students perform on discourse-based rational cloze?(2)What are the students’attitudes and strategies on discourse-based rational cloze?(3)What are the teachers’attitudes and strategies towards different forms of grammatical evaluation?A questionnaire survey was conducted among 227 students in a senior high school in Beijing,and six front-line English teachers were interviewed.Descriptive statistics,correlation analysis and independent-sample t-test were used to analyze the questionnaire data by SPSS 20.0.The findings are as follows:(1)Students’ scores of discourse-based rational cloze have fallen compared to multiple-choice questions,and there is a significant difference between the key classes and the ordinary classes.(2)Due to the increasing difficulty of the questions,students are more emotionally resistant when dealing with discourse-based rational cloze,and their problem-solving skills are not mature enough.There are also some deficiencies in the application of discourse awareness in students’ answers.(3)Teachers adopt the same teaching method when facing different forms of grammar evaluation,mainly focusing on the teaching of basic grammar knowledge.Based on the above findings,this study proposes the following suggestions:(1)Teachers need to strengthen students’ ability to use English grammar knowledge flexibly.(2)Teachers need to increase the amount of English reading of students after class to promote students’ interest and spontaneity in learning English.(3)Teachers need to strengthen the training of students’discourse awareness in the teaching of discourse-based rational cloze and cultivate the ability of English logical thinking and problem analysis.(4)Teachers need to select exercises reasonably and choose exercises that are close to the students’reality,adapt to the students’ current level and meet the requirements of reform.In the process of practice,students’ proper problem-solving skills should be trained.(5)Teachers need to strengthen the spiritual encouragement and task guidance of students and improve students’ sense of self-efficacy in completing learning tasks.