Research On The Application Of Teacher-student Collaborative Evaluation In Junior Middle School English Writing Teachin

As a language expression skill,English writing plays an important role in foreign language teaching.Moreover,writing teaching,as an important mean to improve students’ writing ability,plays a mainstay role in the development of students’ writing ability.At present,the current situation of English writing teaching in junior middle school is not satisfactory.The traditional Teacher Feedback still dominates the writing teaching in junior middle school.Besides,the task of Teacher Feedback is pretty heavy,and students often fail to understand the teacher’s evaluation effectively,resulting in the effect of writing evaluation is not significant.Therefore,an effective evaluation method is urgently needed to change the current situation in writing teaching.In 2016,professor Wen Qiufang proposed a new evaluation form,called Teacher-Student Collaborative Assessment(abbreviated as TSCA),aiming to solve the problems of excessive evaluation tasks and untimely evaluation in teaching,and to provide a creative idea with Chinese characteristics for the improvement of foreign writing teaching.Once this evaluation method was put forward,many scholars constantly improved and completed it,and took the lead in applying it to writing teaching in higher education stage,which achieved satisfactory results.In view of the current situation and problems of writing teaching in junior high school,this research explores a suitable way of English writing evaluation for junior high school students,and applies TSCA in English writing teaching in junior high school,aiming at solving the following two questions:(1)Does TSCA have an impact on junior high school students’ English writing ability? If so,in what aspects?(2)In junior high school English writing teaching,what is the attitude of junior high school students and teachers toward TSCA? This study conducted a onesemester experimental study on Grade 9 students in an urban school in Qufu City.The experimental class and the control class were randomly generated by two parallel classes.The experimental class adopted TSCA,while the control class adopted the traditional Teacher Feedback.In this study,SPSS 26.0 and Excel were used for statistical analysis of the data collected from the writing test and interview questionnaire,and the interview transcripts were combined to obtain the following research results:(1)Compared with the traditional Teacher Feedback,TSCA can significantly improve the English writing ability of junior high school students(p<0.05).Specifically,junior high school students have been significantly improved in the content,grammar,vocabulary and structure of English writing(p<0.05),but the improvement effect in each aspect of students’ writing ability is not consistent,with the largest improvement in grammar and the least improvement in structure.(2)On the whole,students and teachers generally hold positive attitudes towards TSCA.The vast majority of students believe that they prefer teachers to adopt TSCA for writing teaching over traditional Teacher Feedback,and hope that this method could continue to be used for subsequent writing teaching.Most of teachers express that TSCA could effectively enhance students’ interest in evaluation and improve the writing teaching effect,so they are willing to adopt this method in future writing teaching.Limited by experimental time and teaching conditions,this study still has some shortcomings,but it can also provide some enlightenment and suggestions for English writing teaching,mainly reflected in:(1)Teachers should accurately locate their own roles,timely supervise and participate in group activities,and properly deal with after-class evaluation and make positive reflection;(2)Students should improve their independent learning ability,develop a good sense of cooperation,and timely consolidate and review the relevant knowledge in English writing evaluation.