The Exploration Of Formative Assessment On Chinese Public Speaking Competence In Junior Middle School

In China’s new curriculum reform,the emphasis is placed on incorporating formative assessment into teaching,resulting in a widespread implementation of formative assessment in various subjects.Formative assessment embodies the basic concept of curriculum standards,emphasizing the guidance of teaching through cognition and promoting further learning through feedback.The development of language speaking skills is not achieved overnight,emphasizing the importance of stage-wise learning and progress,with a focus on practice.That is,after determining the specific objectives of speech teaching,a period of training is required to achieve improvement.The characteristics of language speaking teaching can be achieved step by step under the guidance of formative assessment.However,the current formative assessment scheme for language speaking is not specific and comprehensive enough,and there is still room for further exploration.Based on the importance and teaching status of junior high school language speaking,formative assessment is introduced into junior high school language speaking teaching,establishing overall teaching goals and sub-goals,optimizing teaching content,implementing formative assessment plans for speech,showcasing learning achievements,and adopting diversified teaching evaluations to construct formative learning ladders and stimulate students’ learning interest.By utilizing observations,formative assessment forms,classroom interaction,and diversified evaluations,dynamic information about students’ learning is obtained in a timely manner,and feedback is used to promote further learning.Chapter One mainly introduces the core concepts,basic features of formative assessment,and the relevant concepts and basic features of speech.Chapter Two investigates and analyzes the current situation of junior high school language speaking teaching,with teachers and students as the research subjects.In addition to distributing questionnaires to teachers and students,interviews were conducted with experienced teachers.The survey results show that there are three major problems in current junior high school speech teaching: disorder and blindness;emphasis on individuality and neglect of the overall;and a focus on reading and writing while neglecting listening and speaking.Chapter Three mainly deals with the design of formative assessment plans for junior high school language speaking,systematically organizing and grading the elements of speaking ability for junior high school students.Based on the textbooks,curriculum standards,and students’ characteristics,the content of speaking teaching for grades seven to nine is sorted out,and speaking ability goals for different grades are established.Teaching goals are graded and layered,presented in table form,and finally,formative assessment forms for speaking are created for grades seven to nine.Chapter Four focuses on teaching practice and reflection.Taking eighth-grade students as the practice subjects,the formative assessment plan for the eighth grade is refined into specific classroom teaching,with the organization of a class speech competition as the ultimate overall task.Three tasks are progressively completed: watching speech videos to unveil the mystery of speech,analyzing speech scripts to understand the secrets of speech writing,and setting up diverse themes for speech writing.The comprehensive and practical nature of speech activities is promoted,fostering the dual development of instrumental and humanistic aspects.A summary and reflection on teaching practice are conducted based on pre-test and post-test results and students’ learning experience surveys.