A Study On The Application Of "Teacher-Student Collaborative Assessment" To The English Writing Teaching In Junior High School

As the output and creation process of language knowledge writing is the key way for students to make progress in their comprehensive ability of English.Restricted by class size,time and concept,the traditional teacher evaluation is still the main method of English writing teaching in junior high school.Teachers often pay attention to how to teach and neglect how to evaluate in writing teaching.Students cannot get timely and effective evaluation,so that writing evaluation has little effect and students generally lack the consciousness of independent writing.The author finds that students like to write English sentences in accordance with Chinese habits and lack diversity in expression.Teacher-student Collaborative Assessment(TSCA)proposed by Professor Wen Qiufang in recent years has been used more and more in the teaching of English writing in universities and high schools.The TSCA combines the advantages of teacher evaluation and peer evaluation.Teachers build scaffolding to encourage and guide students to actively express their views and suggestions which is conducive to improving their interest in English writing.Teachers’ targeted guidance is helpful to improve students’ expression habits.Peer communication also enriches students’ modes of expression.Based on the theory of multiple intelligences and Vygotsky’s “zone of proximal development” this study advocates the diversity of evaluation subjects and evaluation methods,so that students can get the maximum improvement in the zone of proximal development.Now the TSCA is applied to English writing teaching in junior high school to explore the role of TSCA in grammar structure and expression.This thesis mainly discusses the following three questions:(1)How does TSCA affect the grammatical structure of students’ English writing in junior high school?(2)How does TSCA affect the expression mode of students’ English writing in junior high school?(3)How does TSCA improve students’ autonomous writing consciousness in junior high school?From September 2020 to January 2021 Class 6 and Class 7 from the second grade of Yuwen Middle School in Gong Zhuling City are selected as the research objects.Traditional teacher evaluation is adopted in the control class(CC)and TSCA is implemented in the experimental class(EC).Through data analysis of tests,questionnaires and interviews,the author finds that the TSCA reduces the incorrect grammatical structure of junior high school students and makes them pay more attention to the problem of writing English sentences according to the Chinese structure.Secondly the TSCA makes the expressions in the composition of junior high school students more diversified.Finally the TSCA increases the interaction between teachers and students.It makes the classroom atmosphere more relaxed and active and improves students’ awareness of autonomous writing.TSCA is a new evaluation model in line with Chinese learning situation.It attaches importance to the joint participation of teachers and students and can give play to the leading role of teachers and reflect the dominant position of students.The results show that TSCA plays a positive role in improving students’ writing ability and awareness of autonomous writing.However,it will also be restricted by some objective factors and hoping to be improved continuously in the future exploration.