A Practical Study On Diversified Evaluation Of Primary School English Teaching Under The Background Of New Curriculum ——A Case Study Of Hb Primary School In Huangpu District,Guangzhou Xie Yanhong

Multiple evaluations are the way to use more than two methods to evaluate students ’performances,and which focus on multiple evaluation subjects,multiple evaluation contents,etc.instead of evaluating students by only the final test.It is unequivocally required in the National English Curriculum for compulsory education issued in 2011,that summative assessment should be combined with formative assessment in the instructional assessment for primary school students,emphasizing both the process and the result o f the English learning for appropriate unification of the evaluation.However,the author has found that the current student assessment applied in primary schools goes against the 2011 National English Curriculum,for example,the singularities in the subjects to be assessed,in the contents for assessment,and in the assessment methods and approaches.In order to have a further understanding of the application of multiple evaluations in primary schools English teaching,the author has done qualitative research with the support of multiple intelligence theory and constructive theory by means of questionnaires,interviews and classroom observations to answer these three questions that the author has put forward in the thesis.The results of the research show that: first,teachers are still the main body of evaluation in English classroom.Second,the diversity of evaluation content is the highest degree of identity,teachers can basically achieve the diversity of evaluation content in English teaching.Third,the evaluation method of teachers in English classroom is relatively single.Some teachers try to use diversified evaluation means,because the understanding of diversification evaluation is not clear enough,in the process of use encountered such problems as difficult to control the classroom,the application of evaluation methods is not clear,resulting in the diversification of evaluation become powerless,summative evaluation becomes more prevalent.In primary school English teaching,the teacher’s oral evaluation is still the main part,the students’ final achievement is still the focus of investigation,and the students are less involved in the process of teaching evaluation.In view of the above problems,the author analyzes the causes of the problems,and puts forward a diversified evaluation strategy based on the three dimensions of evaluation subject diversification,evaluation content diversification and evaluation method diversification.In order to help primary school English teachers and students to effectively use diversified teaching evaluation,so as to improve teachers’ teaching efficiency.