A Study On The Application Of Self-assessment To The English Writing Teaching In Senior High School

English writing is the important composition of English teaching content,which plays a key part in English teaching.During the process of learning English,however,as a core language output skill,writing has always been the weak part for learners,and how to improve students’ writing level and the current writing situation is a difficult problem to solve quickly for the scholars and educators at home and abroad.Assessment is the key point of teaching,which can help teachers to improve their teaching level and students to adjust their learning strategies.As the development of educational assessment,the National English Curriculum Standards for Senior High School(2017)also points out that students should play a subjective role in assessment activities and establish the subject consciousness;students are not only the participants of class,but also the main body of learning.Students’ self-assessment can make students know their own disadvantages,understand the assessment criteria of writing,and constantly improve themselves,so as to improve their English writing level.Based on constructive learning theory,multiple intelligence theory and meta-cognitive strategy theory,an empirical study was carried out in two classes of grade one in a middle school in Zhangzhou City,Fujian Province for one semester.As the experimental class,Class6 applies self-assessment to English writing teaching;as the control class,Class 7 applies the traditional teacher-assessment method to English writing teaching.Based on the research questions,this study puts forward the following two hypotheses: First,the application of self-assessment to English writing teaching in senior high school can improve students’ English writing ability.Second,the application of self-assessment to English writing teaching in senior high school can stimulate students’ interest in English writing.According to the collection and analysis of data,the author makes the following two conclusions:1.Applying self-assessment to English writing teaching in senior high school can promote students’ English writing ability.According to the mean score of English writing of pre-test,the experimental class is 11.98,the control class is 11.88,and there is no significant difference(p=0.276>0.05).After the empirical study,based on the mean score of English writing,the experimental class is 15.44,the control class is 13.46,and there is a significant difference(p=0.000<0.05).2.Applying self-assessment to English writing teaching in senior high school can stimulate students’ interest in English writing.According to the experimental class students’ pre-test and post-test questionnaire data,for dimension one “writing interest”,the pre-test’mean score is 2.98,the post-test’ mean score is 3.25,the mean score difference between them is 0.27,and the significant probability of double-tailed test is 0.01(<0.05),so there is a significant difference between the two tests;for the mean score of dimension two “writing attitude”,the pre-test score is 2.70,the post-test score is 2.99,the mean score difference between them is 0.29,and the significant probability of double-tailed test is 0.002(< 0.05),which indicates that there is a significant difference between the two tests.According to the research results,the author is trying to make some advice from the perspective of how to better apply self-assessment to classroom teaching,such as the formulation of self-assessment scale and scoring rules,and strengthening students’ participation and so on,so as to promote the teaching of English writing in senior high school.