An Empirical Study On The Influences Of Teacher-student Collaborative Assessment On High School English Continuation Task

In order to make the teaching of foreign languages in China be better,and realize the goal---"application of what has been learned",the researchers have created POA（Production-Oriented Approach）as a foreign language teaching strategy.However,when it comes to application in recent years,this method has not caused the desired effect,and the problem of "time-consuming and inefficient" is particularly obvious.In view of such problems,the academic community takes the POA as the basic foothold,systematically summarizes the existing teaching evaluation methods in China,and creatively proposes the TSCA（Teacher-Student Cooperative Assessment）,which is different from the previous evaluation methods.In view of the problem of "light output,light evaluation" that currently exists in China’s high school English writing,this paper aims to use the TSCA that based on the POA as the premise in the high school English continuation task,and carry out teaching activities that takes 90 days according to the current situation of high school English continuation task.The research of this paper mainly focuses on two issues: 1.What impact does the TSCA have on high school students’ interest in continuation task ? 2.What impact does the TSCA have on the students’ text quality of high school English continuation task?In this paper,two classes of senior one in Harbin No.3 Middle School are selected as specific experimental objects.There was the comparative method in this experiment.The experiment took 3 months: from September to December.In the experiment,the two classes kept the same teaching progress and the same teacher in teaching activities.The experimental class adopted the TSCA based on the POA to carry out the continuation task,while the control class still adopted the past evaluation measures to carry out the teaching continuation task.The teaching results were evaluated by means of examination papers,questionnaires and interviews,and the information obtained was systematically analyzed by SPSS26.0.The results of the experiment show that the TSCA can improve high school students’ interest in the continuation task.;TSCA helps improve the writing quality of continuation task for high school students.The test results also show that: before the experiment,there is no significant difference in the writing quality of continuing task between the experimental class and the control class.After the experiment,the scores of the post-test in the experimental class were significantly higher than those in the pre-test,and the students in the class made significant progress in terms of vocabulary,grammar and structure.