Action Research On Dynamic Assessment In English Reading Teaching In Senior High School

The English Curriculum Standards for Senior High Schools(2017 Edition,2020 revision)requires teachers to properly handle the relationship between teaching,learning and evaluation,so as to achieve the purpose of promoting teaching and learning through evaluation.However,in the current English reading teaching,most teachers pay attention to the evaluation of learning results,but ignore the evaluation of learning process,which leads to the low quality of students’ English reading.Dynamic assessment emphasizes the interaction between evaluators and learners,and evaluators provide intermediary support according to the needs of learners.Teachers judge students’ zone of proximal development through dynamic assessment,provide students with scaffolding prompts,and help students solve problems in reading.Based on sociocultural theory and cognitive structure plasticity theory,this paper conducts action research on dynamic assessment in English reading teaching among a class of senior high school students in Heze City.This study focuses on the following three research questions: 1.What is the status quo of high school students’ English reading ability and reading character? 2.Can dynamic assessment of reading teaching improve high school students’ English reading character? 3.Can dynamic assessment of reading teaching improve high school students’ English reading ability?In order to answer these questions,the author conducted one-semester action research.Before the action research,using reading test papers,questionnaires and interview Outlines as tools,triangulation was adopted to clarify the current status of students’ reading ability and reading character,and then three rounds of action research were carried out.The first round of action research designed different evaluation activities in three stages: arousing interest and explaining strategies in pre-reading stage,applying strategies in while-reading stage and summarizing strategies in post-reading stage.In the second round of action research,the task of group discussion was standardized to make peer assessment more effective.In the third round of action research,a variety of evaluation activities are designed to promote students’ output after reading and consolidate what they have learned.In post-reading stage,the author added K-W-L reflective cognitive map to guide students to participate in the evaluation and supervise their own learning.At the end of the three rounds of action research,quantitative and qualitative methods were used to analyze the influence of dynamic assessment on students’ reading ability and reading character.The following conclusions can be drawn:1.Students’ reading character and reading ability are at a poor level;2.Dynamic assessment of reading teaching model can improve students’ reading ability;3.Dynamic assessment of reading teaching model can improve students’ reading character.The research shows that the implementation of dynamic assessment model in high school English reading class can improve students’ reading character and reading ability.However,due to the short research period,the small number of samples and the author’s lack of teaching experience,the research has certain limitations.Finally,the researchers put forward several suggestions on how to prepare lessons for teachers and implement instructional design,hoping to provide some enlightenment for front-line teachers to implement dynamic assessment in English reading classroom.