A Research On SOLO-Taxonomy-based Evaluation Of English Writing In Senior High School

Writing ability is not only an important part of language ability,but also a comprehensive expression of learning ability,thinking quality and cultural consciousness in the core quality of English discipline.The process of English writing is the process of visualizing thinking.Therefore,as an important way to train students’ thinking ability,English writing is helpful to train students’ thinking ability systematically.However,at present,there are few studies on high school students and most of them on college students.Based on this,this study,based on the theory of SOLO(Structure of the Observed Learning Outcome),aims at design a complete set of high school English writing evaluation scheme,providing students with more effective evaluation.The SOLO taxonomy is a qualitative evaluation method characterized by level describing,and its characteristics of writing level describing and English thinking ability evaluation are consistent,and it can be based on students’ writings showing their thinking structure that can determine its current level of writing,it also make writing evaluation turning into the qualitative level,and help to improve the high school English writing evaluation.This study explores the following questions :(1)Can the evaluation scheme of high school English writing based on the SOLO taxonomy accurately and effectively detect students’ current writing level and thinking level?(2)the evaluation scheme of high school English writing is used to analyze students’ writing thinking ability from their English composition cases,and to find and conclude which thinking level they are.And discuss the corresponding teaching improvement way.Based on the the SOLO taxonomy,this study designed a relatively complete evaluation scheme for high school English writing.In addition,72 students from two classes of Grade one in Jiaocheng Middle School of Shanxi Province were selected as research objects.Their English writings were collected and analysed by the high school English writing evaluation scale.Through interviews with teachers and students to understand the understanding and confusion of teachers and students on high school English evaluation,as well as problems and difficulties in writing teaching,it will further research the writing evaluation scheme which is suitable for the development of students’ writing thinking level.Through the research,the following conclusions are drawn: First,the high school English writing evaluation scheme based on the SOLO taxonomy can accurately and effectively detect students’ current writing level and thinking level.Second,the current writing level of students exceeds the pre-level structure.When solving problems,students have a single association clue in their mind,limited thinking divergence,lacking of reading,and lacking of positive thinking on the development of things.Their thinking development stays at a low level.In addition,this study makes a further supplement to the improvement of English writing teaching based on the evaluation results,and puts forward some suggestions,such as helping students establish appropriate writing stage goals,trying multi-level teaching according to the differences of students’ writing level,and integrating listening,speaking,reading and writing to develop students’ writing ability.