The Application Of Multiple Evaluation In English Reading Teaching In Junior Middle School

Evaluation is a basic and very important part of teaching.Using effective evaluation in teaching will have a great impact on students’ learning and teachers’ teaching.According to the requirements of The National English Curriculum Standard（2011 Edition）,English teaching should be student centered.Reading is one of the basic skills that students must master.In the stage of basic education,the importance of English reading is particularly emphasized.Many scholars have studied and discussed three evaluation commonly used in teaching:teacher evaluation,peer evaluation and self evaluation from different angles.However,under the background of “exam oriented education”,the evaluation method of students’ reading in China is mainly carried out through the summative evaluation based on test results.This evaluation is not beneficial to the improvement of students’ reading ability and there are few studies on the application of multiple evaluation combined with the three evaluation in English reading teaching.Under the guidance of constructivism theory,multiple intelligences theory and humanism theory,this study attempts to apply multiple evaluation to the process of English reading teaching in junior middle school,and answer the following three questions:（1）What is the current situation of junior middle school students’ English reading?（2）What is the impact of multiple evaluation on junior middle school students’ English reading competence?（3）What is the impact of multiple evaluation on junior middle school students’ English reading attitude?In this study,the author carried out the research by combining quantitative and qualitative research methods.The study selected 120 students in grade one of Urumqi a middle school as the research object.Before the experiment,questionnaires were used to understand the current situation and attitude of English reading of the grade one students in their school.In the experimental class and the control class,according to the pre-test of students,it is clear that there is no significant difference in reading comprehension between the two classes.In the experiment,the experimental class adopts the multiple evaluation of self evaluation,peer evaluation and teacher evaluation.The traditional teacher evaluation was used in the control class,and the experiment lasted for three months.Finally,the students of the two classes were tested after reading,and the data were analyzed by SPSS26.0.After the experiment,questionnaire and interview were used to know the students’ attitude towards English reading after the implementation of multiple evaluation.Six students in the experimental class were selected as the interview objects.The researcher sorted and analyzed the students’ interview answers.The results show that,firstly,most students have little interest in English reading and can not master reading skills and strategies well.Secondly,in the application of multiple evaluation to English reading teaching,the English reading scores of the experimental class is significantly higher than that of the control class,and the students’ English reading attitude of the experimental class has also been significantly improved.Finally,the author hopes that this study can provide some experience for other middle school English teachers in the application of multiple evaluation in English reading teaching evaluation.