小学英语教学中形成性评价论文

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浅谈小学英语形成性评价

ａｎｄｄｉｓａｄｖａｎｔａｇｅｓｏｆｔｈｅｌｅａｒｎｉｎｇａｔｃｅｒｔａｉｎｓｔａｇｅｓａｎｄｔｈｅｓｔｒｉｖ —
ｉｎｇｄｉｒｅｃｔｉｏｎｉｎｆｕｔｕｒｅ．Ｔｈｉｓｐａｐｅｒａｎａｌｙｚｅｓｔｈｅｅｒｒｏｒｓｏｆｔｒａｄｉ —
ＡＢｒｉｅｆＤｉｓｃｕｓｓｉｏｎｏｎＦｏｒｍａｔｉｖｅＡｓｓｅｓｓｍｅｎｔｏｆＰｒｉｍａｒｙＳｃｈｏｏｌＥｎｇｌｉｓｈ／／ＧｅＬｆｙｕａｎ
ＡｂｓｔｒａｃｔＳｕｍｍａｔｉｖｅａｎｄｆｏｒｍａｔｉｖｅａｓｓｅｓｓｍｅｎｔｐｌａｙａｐｉｖｏｔａｌｒｏｌｅｉｎＥｎｇｌｉｓｈｔｅａｃｈｉｎｇ，ｂｕｔｔｈｅｒｅａｒｅｓｏｍｅｐｒｏｂｌｅｍｓｉｎｔｈｅｔｒａｄｉｔｉｏｎ－ａｌｓｕｍｍａｔｉｖｅａｓｓｅｓｓｍｅｎｔｗｈｉｃｈｃａｎ’ ｔｍｅｅｔｔｈｅｒｅｑｕｉｒｅｍｅｎｔｓｏｆｎｅｗｔｅａｃｈｉｎｇｄｅｖｅｌｏｐｍｅｎｔ．Ｈｏｗｅｖｅｒ，ｆｏｒｍａｔｉｖｅａｓｓｅｓｓｍｅｎｔ，ｎｏｔｍｅｒｅｌｙｆｏｃｕｓｉｎｇｏｎｔｈｅｕｌｔｉｍａｔｅｓｃｏｒｅｓ，ｃａｎｍａｋｅｓｔｕｄｅｎｔｓｒｅａｌｌｙｋｎｏｗｗｈａｔｔｈｅｙｈａｖｅｇｏｔｉｎｔｈｅｌｅａｒｎｉｎｇｐｒｏｃｅｓｓ，ｔｈｅａｄｖａｎｔａｇｅｓ

小学英语教学论文新课程下的小学英语课堂教学评价

新课程下的小学英语课堂教学评价新一轮基础教育课程改革把课程评价观的转变作为重要枢纽，把建立符合素质教育思想的评价与考试制度，看成是课程改革的重要内容，评价是实现课程改革的重要保障。

小学英语教学应以形成性评价为主，终结性评价为辅，两种评价方式有机的相结合。

一、形成性评价1、什么是形成性评价形成性的英语教学评测（Formative Assessment），是在英语语教学过程中随时了解学生的学习状况（条件、过程、结果），为采取适当的教学措施提供支持。

在英语课程标准中是这样描述的：“形成性评价的任务是对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价。

2、形成性评价的特点长期以来,传统的教学评价方式强调了其选拔功能,忽视了学生的主体性;强调了评价结果,忽视了学生的发展性；强调了知识的灌输,忽视了学生的创造性.从而形成了只以分数作为评判学生的优劣，能力和培养前途的唯一标准的评价体系。

形成性评价强调的是以人为本的教育,以学生的综合语言运用能力发展为出发点，激励学生的学习兴趣和积极性。

教师在评价过程中，对学生付出的每一次努力，所获得的每一点进步都应给予肯定与鼓励，让学生在接受评价中感受到成功。

3、形成性评价的具体实施形成性评价是教学的重要组成部分和推动因素。

它的主要任务是对学生日常学习过程中的表现，所取得的成绩以及所反映出的情感、态度、策略等方面做出评价。

开展形成性评价可建立学生档案, 学生档案可以是收集学生作业，也可以是教师、家长提供的学生学习进步记录等等。

主要为过程评价提供有力的客观依据。

例如在新学期开始时，由老师自由命题，内容是以前学过的有关知识，目的是了解学生学业基础，将该成绩注入学生学期初的学习档案中。

为以后的过程评价做一个铺垫。

在课堂教学评价中要随时记录学生学习行为。

比如平时上课时的朗读课文、诗歌以及角色表演等活动，教师在课内有记录表，随时记录学生的活动的成绩，在一定的阶段内做出评估，收入学生的档案。

形成性评价论文

Application of English Formative Assessment inPrimary School English Teaching中文摘要自2011年我国实行新课程标准以来，形成性评价已在学校广泛推行。

《英语课程标准》提倡传统性评价和形成性评价相结合，达到促成学生进步的目的。

然而至今，我国英语教学评价方式还是过多依赖传统性评价：重结果，轻过程；重知识，轻素质；不利于提高学生的学习积极性和内在动力，阻碍学生在学习上的主动发挥等等。

为促进学生全面发展，增强语言能力，形成性评价在英语教学中将起到举足轻重的作用。

本文旨在通过了解形成性评价的理论概念，结合国内外小学英语教学现状，对传统性评价和形成性评价两者进行研究，并通过举例实验说明两者的优缺点，进而突出形成性评价在其教学中的应用。

关键词: 形成性评价传统性评价英语教学AbstractIn China, the new curriculum standard carried out in 2011.Since then, formative assessment has been widely promoted. The ECS advocates that language assessment should be a combination of formative assessment and summative assessment.However now, English assessment is based on summative assessment. It values result more than process, and values knowledge more than quality. This kind of assessment cannot bring the activity, creativity or initiative of the students into fullplay. In order to promote student study in an-all way development and strength language competence, formative assessment will be an important role in English teaching.Through understanding the theoretical knowledge of formative assessment, this thesis emphasis on research of the strengths and weakness of the formative assessment and summative assessment, in order to embody the important application of formative assessment in primary school English teaching. Keyword: formative assessment, summative assessment English teachingIntroduction （1000字左右）Chapter One Theoretical Framework1.1 The Interpretation of Formative Evaluation1.2 Previous Study of Formative Evaluation1.3The Related Theories and Background1.3.1The theory of Constructivism1.3.2The theory of multiple intelligences1.3.3The theory of Humanism1.3.4The theory of Cognitivism1.3.5 The theory of “zone of proximal development”1.3.6 The theory of attributionChapter Two Research and Design （教学过程）2.1 Research Purpose2.1.1 To promote the school’s teaching and research2.1.2 Be benefit for developing cooperative learning2.1.3 Be benefit for reflect the success in studying process2.1.4 Be benefit for the development of humanism assessment thought 2.2 Research Procedure2.2.1 Research question （去掉）2.2.2 Research subjects2.2.3 Research methods2.3 Data Collection and AnalysisChapter Three The Application of Formative Evaluation3.1 Methods of the Application3.2 The Advantages of Formative Evaluation3.2.1 In the aspect of integrity3.2.2 In the aspect of expansibility3.3 The Suggestions3.3.1 Student’s self-assessment3.3.2 Inspiring students’interest in learning English3.3.3 Protecting students’self-esteem and help to build up confidence ConclusionIntroductionRecent years, English teaching in primary school in our country is becoming more and more important. And in order to students can improve their English level in the round, our country makes the reform about the teaching curriculum. The new curriculum standard is carried out from 2011. Teaching assessment has been an important part of English teaching. Assessment for the whole course and result of teaching is available monitoring. The traditional summative assessment only cares about the learning report, is very simple. Formative assessment is much more pivotal, especially in primary school English teaching.This thesis we will discuss about the application of formative assessment in primary school English teaching, and how to make the assessment in highest effect. We will compare the summative assessment with formative assessment by the real sample, and think out better measure to improve teaching efficiency and all students‟English level.1. Theoretical FrameworkThe concept of assessment and research about assessment both at home and abroad will be reviewed in this chapter. Firstly, the key term formative assessment and summative assessment by illustrating their characteristics will be introduced. Then, it takes a brief look at the current research situation of formative assessment in western countries and ourcountry.1.1 The Interpretation of Formative EvaluationEducational assessment generally concludes summative assessment and formative assessment. Summative assessment refers to the cumulative assessment, usually occurring at the end of a unit or topic coverage, which intends to capture what a student has learned, or the quality of the learning, and judge performance against some standards (Bachaman, 1990; 43). A variety of final examination carried out at the end of a unit, a term, a year or a course are all typical sources of summative data(Chen, 2001).Formative assessment refers to assessment that involves“collecting, synthesizing, and interpreting data for the purpose of providing information students and teachers that are used to improve teaching and learning”(Airasian, 1997;402). We can see that formative assessment is student-centered and development-orient and is more authentic and scientific according to the definitions, functions and features. Formative assessment is featured with its large variety of assessment contents, way, tools, and agents. As for assessment ways, it includes self-assessment, peer-assessment, teachers-assessment and parent-assessment. As for assessment contents, it includes inside and outside classroom learning activities, such as telling stories, Englishplay, role-play, duty report and homework. And it concerns the individual‟slanguage knowledge, language skills, learning attitude, cooperative spirit, independent learning ability and cultural consciousness. As for assessment tools, it includes observation, questionnaire, interview, portfolio. All of these make formative assessment more comprehensive, scientific and individual. Therefore, formative assessment is more objective and humanistic (Gallagher, 1998). And it is helpful for pupils to enhance their confidence and activeness.1.2 Previous Study of Formative EvaluationFormative assessment has been put forward in the year of 1967 by the American review studies‟expert M. Seriven and then was brought into teaching field by American prominent educationist B. S. Bloom. After the concept has been brought forward, lots of researches have been done to discuss formative assessment‟s concept, characters, connotation, necessities and functions towards education. Besides, in out country, the model of “decided by one exam” in education assessment was ingrained before out new century, and the related essays and literature not arose until the end of the 90th. Though it appears very late in China, it develops very rapidly and violently.1.3The Related Theories and BackgroundFormative assessment is the concentrated expression of the modern educational idea, and a great number of ideas are related and even could be treated as the background of formative assessment.1.3.1 The theory of ConstructivismAt the earliest, Constructivism is present by J.Piaget who is a psychologist in Swiss. It believes that students‟ knowledge is not obtained by teachers; however they obtained it in certain situation, with the help of other persons, using necessary learning materials, through the meaning construction. It also believed that study is not a process that students accept knowledge passively, but a process that students construct knowledge framework actively in the process of interaction with the objective environment. In the whole teaching course, students are major, teachers are organizing, guiding and promoting them, promoting into the interaction of learners and learning situation in maximum limit and giving full play to the learners‟ enthusiasm‟ initiative and creativity. So they can complete the meaning of knowledge construction. Education assessment is the same. The main body of assessment would be the student; they should be positive and active assessor, involved in every link of teaching assessment. Formative assessment claims that assessment stimulates the main body‟s participation; evaluates that emotional attitude which is show when learners construct knowledge, that strategy or method and process of knowledge construction which are used, so students will obtain incentive in the learning, produce self-confidence and fulfill feeling. Formative assessment also stressed that students improve self-learning ability should monitor and reflect appropriately by themselves, masterand adjust the suitable learning strategies.1.3.2 The theory of multiple intelligenceThe theory of multipleintelligence is proposed by Garder.H who is the American Harvard university professor, a famous developmental psychologist. This theory pointed out that human intelligence refers to nine parts, such as mathematical logic intelligence, verb language intelligence, visual or spatial relationship intelligence, musical intelligence, kinesthetic intelligence, interpersonal intelligence, self-introspective intelligence, natural intelligence and existing intelligence. And from new angle expounded and analyzed that intelligence‟s existing way and its potential ability to develop and so on. This theory has much influence on the education field. Firstly, it influenced on the thought to student with positive and active by teachers. It thinks that every person has nine intelligences, just that they have different ways and different degree combination. Secondly, it influences that teachers rebuild the thought of intelligence. Thirdly, it helps teachers build new thought about education, emphasize education functionality of assessment, develop and explore the various potential abilities on the students, go to know the real need and expect in the development of students‟ body and heart, help students to know themselves and to set up self-confidence, promote students to develop from the primary level.1.3.3 The theory of HumanismThis theory is based on the humanism psychology, it was proposed by American psychologists A. Maslow and Carl R. Rogers. It emphasized the whole development of learners, and valued that enlightenment of learning potential. Teachers make a good study environment for students, let the students to percept from themselves‟need and understand then realize themselves. Carl R. Rogers thought that the risk of teachers is to teach how to fish, not to grant the fish. In general, risk of teachers is not to teach them knowledge, however to provide the study methods. In the teaching process, the role of teachers is guide for student learning, not the leader.The theory of humanism emphasizes that individual emotion and cognition are mutually unified entirety. Carl R. Rogers thought that the purpose of education is to train talents with cognition and emotion, to emphasis students‟ inner demand and make them accomplish themselves‟demand. Successful education lies in help students to discover learning potential, discover learning motivation, so as to let the students carry on the meaningful learning. So, teaching assessment should provide encouragement and motivation constantly, make the students can see their ability and value and the correct method to study.1.3.4 The theory of CognitivismIn the middle period of 1950s, driven by the research of American educational psychologists both J.S.Bruner and D.P.Ausubel, the theory ofcognitivism developed. They emphasized that learning is a course that learners face to the situational problems, through inner positive knowledge restructuring and later form and develop the construction of recognition.1.3.5 The theory of “zone of proximal development”The former Soviet psychologist Lev Vygotsky proposed the theory of “zone of proximal development”after instructing the relationship between teaching and development. He believed that teachers‟teaching must consider the students existing learning level and so promote their study improvement. This theory pointed out the development of children has two levels, one is existing developing level, another is much higher lever which is achieved by other persons‟ guide and help. However the different between them is zone of proximal development. Lev Vygotsky believed that teaching assessment should not only adapt to the students existing cognitive level, and ensure that the teachers can guide and promote the development of students on the base of the range the students can accept.In the teaching process, the teaching assessment teachers choose should be a process assessment. In every stage of study learning, teachers should know the learning state and development need of students timely, and provide timely guide and help, improve students‟learning ability, promote students realize from the level of the existing knowledgestructure to a situation in higher level, then achieve their development of themselves.1.3.6 The theory of attributionAmerican psychologist B.Weiner did system research to attribution, he divided it to three dimensionalities: inner and external, steady and instability, controllable and incoercible. He also believe that students conducting right attribution is the main element to decide study motivation, and attribution can make people have emotive reaction. If we put the accomplishment become our inner cause, when we success, we will feel satisfied and proud; on the contrary, we will feel guilty and shame. So students in the study course should make right attribution by teacher assessment and self-assessment to their development, in this situation,teachers should use formative assessment to encourage students. No matter success or failure, it is a process, is temporary, should encourage students put vision to long-term and more meaningful wider field.In general, although Humanism, Constructivism and Cognitivism and so on these teaching psychology theory more or less have their defect, but do large construction in the history of the teaching development. If teachers can synthesize the advantages of all theories above, they will create more effective assessment method. In this condition, teachers can not only teach students knowledge, but also provide chance to understandself-need and development, help students realize themselves and develop themselves better, and realize the value and significance of education in the maximum.2.Research and design2.1 Research Purpose2.1.1 To promote the school‟s teaching and researchIn the world today is on the big data period of knowledge economy, knowledge economy age calls for education to reform, and education reform needs education scientific research. English scientific research in primary school is an exploratory activity, also is a kind of activity to inspect the existing rules constantly. The purpose of education scientific research is to improve the teaching quality and teaching efficiency. Formative assessment is benefit for teachers to deepen to grasp the teaching principles and teaching objectives; can promote teachers to improve the ability of organization teaching and designing teaching activities by teaching reflection, so as to improve the teaching quality constantly and promote education scientific research activities at school.2.1.2 Be benefit for developing cooperative learningThe current English teaching curriculum standard encourages cooperative learning; advocates shape good personality in the process of learning English. The record of formative assessment can contain the assessmentof teachers to students observing at ordinary times, individuals and the operations and so on. All these are very conductive to the development of students‟ cooperative learning activities.2.1.3 Be benefit for reflect the success in studying processBecause of the forgetting rate in language learning is very high, even though the thing can be blurt out at that time, it also would be forgot in an instant, and the exam and study always have a length of interval, “one exam decides the future”makes the improvement on learning process hard to embody, so there are part of the students hard to get the rewards for success, and inevitably produce the feeling of pain and no gain, which bruises the students‟ learning initiative greatly, even cause part of students give up Englishlearning. Formative assessment which can continuously give students feedback, makes that learned and done in the class can be get the feedback in time and then students can obtain the joy of success timely.2.1.4 Be benefit for the development of humanism assessment thought Formative assessment which subject is student, creates a relaxed environment for the students, focuses on the development of students and the growth of them. It focuses on the pluralistic evaluation from teachers, students and students‟ parents. By formative assessment we can have good understand about some aspects, such as the language knowledge and skills grasped by students in study course; emotions, attitude, abilityand study strategy which are put up in studying course; the development situation and the developing potential in studying course. In the meanwhile, formative assessment can also help students be self cognition, set up confidence, promote every student have further development on the existing level, transfer students‟learning enthusiasm and initiative fully, then it will cultivate the students‟ interest in learning English, and make students lay a basis on learning English in primary school. In addition, formative assessment can provide more abundant and detailed assessment materials to teachers, students and other related personnel, can assess every student by loosely, openly and multi-level way.2.2 Research Procedure2.2.1 Research questionThere are three questions to research in this chapter: the first one is whether the traditional assessment is always useful for students to learning English; the second one is whether formative assessment can improve the students‟learning efficiency; the third one is what is the advantage and disadvantage between traditional assessment and formative assessment.2.2.2 Research subjectsIn Dongfang primary school, the author teaches two parallel classes in practice for two months. Subjects in this experiment are from these two classes, class one is deemed as the experimental class, and class two isdeemed as the control class.Different assessment methods were applied to the two classes. The traditional assessment was adopted by the control class, including unit testing, mid-term test and final exam. The formative assessment was adopted by the experimental class.2.2.3 Research methodsThe author divided the teaching period in two parts. At the beginning period of the author teaching in this school, in another way, in the first month, we didn‟t make comparison between two classes. We adopted the traditional assessment for two classes in English teaching process. In other words, the author just taught the students for saying the knowledge himself, not asked the students questions and not concerned the students whether or not understanding the English knowledge points. We evaluated students by the small final exam in the end of that month.The following month, the author began the real experiment. We taught the two parallel classes in different assessment method.For class one, in order to understanding the students‟ learningsituation, setting up a relatively complete and fair assessment system to improve the students‟English learning, the author did the surveys about their Englishachievements, learning interest, learning attitude, learning ability and self-management skills before the experiment. The results can help the author understand the students deeply and analyze the causesunderlying. And they are good to develop teaching programs and make suitable assessment tools, contents and standards. There are two surveys. The first survey began at the beginning in order to understand the students‟ present English learning situation. The second survey began at the end of the months in order to analyze whether formative assessment is useful or not, then the surveys‟ results can be compared with each other and some helpful information can be found.For class two, the author taught them English as usual, didn‟t survey about their English learning situation.A paper and a questionnaire about the students‟English learning situation are the main experimental tools by the author.2.3Data Collection and AnalysisThe following form is scores calculated after experiment by the last exam paper.From above information, we can see the English level of the two classes was general and the results were similar. The average scores of the experimental class is 75.2 and that of the control class is 76.3. But there are too many low scores. From the students‟answers on the paper, 38 students cannot dictate the new words well. 31 students cannot listen well.49 students cannot write the compositions well and some students can‟t write a word. Many students made mistakes about grammar and spelling in the compositions. And most students‟ writing is not good. Obviously, the result is not be satisfied. If they go on, they will find it difficult to learn English well in the future and it‟s hard for teachers to carry out teaching plans and finish the teaching tasks.Many questions about the students‟ learning interest, learning attitude and learning habit are designed in this questionnaire. Most of the primary school students of the low Grade are interest in English. English is a new thing for them at this period. But when they get in high Grades, the phenomenon of polarization is more and more obviously. Some students have been changing slowly and are not interest in English any more. From the questionnaire, we can know that most of the students in two classes are interest in English, often review English and can listen to teachers carefully in class, which means the experiment can be carried out. However, only one-third students can answer the questions actively in class, and make study plans, finish the tasks seriously and be active to act and recite the dialogues and texts. What‟s more, few students are active in the group activity and few students read some English magazines, newspapers and use the English dictionaries correctly. Effective measures must be used in English teaching to help the primary students.By the author teaching the two students personal, we can see the wholelearning level of class one is similar as that of the class two at the beginning, but later by changing the assessment method to class one, it had made bigger progress. In other words, we can surely confirm that the formative assessment is better than the traditional assessment. The traditional assessment is one-sided.We can take several characters to state the advantage of formative assessment compared to traditional assessment.(1)Formative assessment can stimulate students study, help students regulate and control studying course that will gain the sense of fulfillment, improve self-confidence and develop the ability of team spirit and self-study. Conduce to teacher can guide students better.However traditional assessment just identifies qualified or not by judge and conclude the study situation of students.(2)The former stresses on learning course, however the latter stresses on result.(3)The subject of formative assessment contains teachers, students, partners and students …parents. However, that of traditional assessment is just only teacher in itself.(4)The contents of formative assessment are language knowledge, language skills, learning attitude, study methods and so on, but that of traditional assessment contains just knowledge and skills.(5)The formative assessment lays particular emphasis on quantitativeanalysis by remark and rank. The traditional assessment however lays particular emphasis on qualitative analysis by school report card.(6) The formative assessment‟s standard is looking at the student whether or not in English study. It is vertical comparison.The traditional assessment‟s standard is assessing studying accomplished level based on the teaching objective.3.The application of formative evaluationThis chapter will present that the application of formative assessment itself, advantages for teaching process and my advises to its future‟s usage. Then the thesis goes full circle as it were by putting forward suggestion, expecting to make recommendations for further research. In the end, the author concludes with a look at the whole study from the aspects of the study design, the application process and the results.3.1 Methods of the ApplicationBy experiment research, the author has learned some lessons and received some useful experience.Firstly, we should know a lot about students, they are so young that we should train them and explain the assessment contents, goals, standards and methods before the experiment. What‟s more, we should know that applying and fulfilling formative assessment is a long and complexprocess. And assessment should be based on curriculum standards for the purpose of improving teaching and learning not for assessment itself. Secondly, the formative assessment should start from the students‟ actual level, be specific, feasible, simple and practical. And it should minimize teachers and students‟ extra burden. Primary English teachers often have a lot of workload, sometimes a teacher teaches four or five classes, and there are many students in a class. And students have to study and have lots of exercise and homework to do. And it can also boost students‟English learning interest.Thirdly, it is not available to assess students just applying only formative assessment. Formative assessment should be carried out in combination with summative assessment. In fact, teachers can combine the records of formative assessment with the final examination results in order to increase the validity of formative assessment.On the background of new curriculum standard, teachers and researchers should reflect and advocate new principles, means and methods of assessment. Currently, formative assessment has become the mainstream assessment method in language education. However, one fact must be paid attention to. It is really a venture because of time and energy. To implement and fulfill formative assessment is a long-term and difficult process, because too much and energy need to be spent on the new assessment tools, methods and procedures. All of the teachers, researchersand students need to think deeply on some existing problems about formative assessment, such as how to connect teaching with assessing closely and how to effectively deal with the contradiction between formative assessment and the summative assessment system. Although formative assessment has a high validity, its reliability is disputable. All of the problems need more attention and concern in the future study and research.3.2 The Advantages of Formative EvaluationAs the example shown in the former chapter, and compared to the traditional summarized assessment way, the formative evaluation enjoys more outstanding advantages and merits, and will improve the students‟linguistic study effectively. It is momentous in the forming of learning with the constructivism, cognitivism. Besides, the conclusion from all of the educational experts from in or out of out country and the transform of the educational system are also the reflections of carrying out formative assessment in the process of the language learning.3.2.1 In the aspect of integrityThe first aspect refers to its long residual action. The formative assessment points to the educational actions happening, and penetrates the whole process of teaching. So it‟s easy for the administrators to find and adjust the problems occur in the process of teaching and at the same time make correct forecast and adjustment. The traditional assessment。

形成性评价在小学英语课堂教学中的运用

形成性评价在小学英语课堂教学中的运用形成性评价是指在学习过程中，通过不断地记录学生的学习情况，及时对其进行评估和反馈，以便更好地指导其学习。

在小学英语课堂教学中，形成性评价是非常重要的，可以帮助教师更好地了解学生的学习情况，为其提供更有针对性的教学指导。

本文将探讨形成性评价在小学英语课堂教学中的运用。

首先，形成性评价可以帮助教师更好地了解学生的学习情况。

在课堂上，教师可以通过观察学生的学习状态、听他们的发言、检查他们的作业等方式记录学生的学习情况。

通过这些记录，教师可以了解到学生的学习习惯、学习能力、语言表达能力等方面的情况，以便更好地指导学生学习。

例如，在检查学生的作业时，教师可以发现学生对某些句型的理解有误，就可以在随后的教学中加强对这些句型的讲解，以帮助学生更好地掌握。

其次，形成性评价可以帮助学生发现和解决学习中的问题。

在课堂上，教师可以通过与学生的互动来了解学生的困惑和疑惑，并及时给予反馈和解答。

这样可以帮助学生及时发现和解决学习中的问题，避免积累下来影响到学习效果。

例如，在讲解新的语法或单词时，教师可以询问学生是否有不理解的地方，如果有，可以及时进行解答，并推荐相应的学习资源帮助学生更好地理解和掌握知识。

再次，形成性评价可以帮助教师制定更有针对性的教学计划。

通过对学生学习情况的了解和分析，教师可以发现学生在某些方面存在的共性问题，从而针对性地调整和改进教学方法和策略。

例如，在评估学生的口语表达能力时，教师发现学生普遍存在发音不准、语调不准等问题，就可以通过多练习口语、引导学生模仿标准的语音语调等方式帮助学生弥补不足。

最后，形成性评价可以激发学生的学习动力和提高学习兴趣。

通过及时给予学生反馈和鼓励，让学生感到自己的努力得到了认可，这样可以激发学生的学习动力，进一步提高学生的学习兴趣。

例如，在评价学生的作业时，教师可以对学生的进步和努力给予表扬和奖励，让学生产生成就感和自信心，从而更加积极地学习和探究。

浅谈新课程小学英语的形成性评价

１据教材文本调动学生的学习兴趣．现评价的激励功．依体
能。
兴趣是学生学习的最好老师。孩子们在刚开始接触英语的时候，满了好奇心。充现行的《津小学英语》牛中配有大量生动活
习心理．尽可能地满足他们学习需要，特别是在他们感到困惑时。予以积极的指导帮助，应以帮助他们树立学习英语的信心。
形成性评价指在教学活动过程中评价活动本身效果，用以调节活动过程，证目标的实现而进行的评价。保它是为指导教学过程顺利进行而对学生的学习行为结果以及教师的教学效果的评价。成性评价的主要目的不是为了选拔少数优秀学生，是形而为了发现每个学生的学习潜能，进学生的学习，为教师提供促并教学反馈。
二、成性评价的作用形
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置了这样的课后作业：小学生写出自己在课后所做的事情．请并用英语予以表达。有的学生是 “ｌａｋｔａ ” ｐｙｂｓｅｌ、有的学生是ａｂｌ
“
ｒａｏｋ、的学生是 “ｌｈｓ” 等。时，师在课堂教ｅｄｂｏ ”有ｐａｃｅｓ等ｙ同教

教学论文小学英语形成性评价初探

小学英语形成性评价初探一．问题的提出英语课程的实施以促进学生发展，培养学生的英语素养为宗旨。

这种基本的目标不仅要体现在课程目标中，学习方式上；同时还要体现在英语课程的评价方面。

课程评价对课程目标的实施起着重要的导向和质量监控作用。

评价的功能，要改变以往的注重鉴定、甄别、选拔的评价倾向，而应贯彻素质教育的精神和“以学生发展为本”的思想，全面评价学生的英语素养，旨在促进学生的学习和发展，改进教师的教学。

传统的评价过度强调学科知识体系，忽视人文性，以测试为评价的唯一形式，注重对单纯的语言知识结构的考查，重成绩，重甄别与淘汰，从而导致教学活动以考试为中心，学习过程变得僵化，学生身心发展受到极大的限制和伤害。

所以，在评价过程中，我们要注重学生的发展，注重学习的全过程，注重学生个性差异和发展差异，注重综合能力的评价，注重学生自评与互评。

评价中注重英语与学生的生活，情感关系以及与社会文化等方面的联系，加强过程性评价，改进终结性评价方式，不仅要关注学生英语知识和技能方面的进步，还必须促进学生的感知力、创造力、欣赏力、情感、态度、意志和个性的全面发展。

为此，我们英语科采取形成性评价和终结性评价相结合的评价方式对学生进行整体评价二．形成性评价的特点所谓形成性评价，是指通过观察、活动记录、学生评价量表、测验、问卷调查、咨询等形式对学生的学习进行持续评价。

它是伴随学习过程进行的，目的是向师生提供学习状态和进程的反馈信息，从而有助于他们调节教与学的活动。

英语课程标准》指出：“形成性评价和终结性评价都是必要的，但应加强形成性评价。

提倡采用成长记录的方式，收集能够反映学生英语学习过程和结果的资料，如，关于学生平时表现和兴趣潜能的记录、学生的自我反思和小结、教师和同学的评价、来自家长的信息等。

”为此，我们决定采用成长记录方式实施形成性评价。

具体做法是设计各类具有针对性的表格，以学生作为评价主体，多角度收集个人行为表现作为自我评价量化依据，并吸收同学、家长的评价意见，实施自我评价记录。

形成性评价在小学英语教学中的应用

形成性评价在小学英语教学中的应用【摘要】形成性评价在小学英语教学中起到了至关重要的作用。

通过对学生的学习过程和结果进行全面、多元化的评价，帮助教师更好地了解学生的学习情况，及时调整教学策略，提高教学效果。

形成性评价的具体操作方法包括课堂观察、作业评定、讨论和反馈等。

形成性评价也可以激发学生学习的动机和兴趣，提高他们的学习积极性。

与传统评价方式相比，形成性评价更加注重学生个体差异，更加关注学生的发展过程。

实践证明，形成性评价在小学英语教学中取得了显著的效果，助力教学质量的提升。

未来，我们应该进一步完善形成性评价模式，不断探索适合小学英语教学的评价方式，为教育事业带来更大的发展空间。

形成性评价的重要性不可替代，结合实际情况不断完善教学模式，将会促进小学英语教学更好地发展。

【关键词】关键词：形成性评价、小学英语教学、重要性、学习动机、兴趣、对比分析、实际效果、提高教学质量、完善教学模式、发展空间。

1. 引言1.1 形成性评价在小学英语教学中的应用的重要性形成性评价在小学英语教学中扮演着至关重要的角色。

形成性评价有助于教师更全面地了解学生的学习情况和水平。

通过实时地观察、记录和评估学生的学习表现，教师可以及时调整教学策略，帮助学生解决学习中的问题，从而提高教学效果。

形成性评价可以帮助学生更好地认识自己的学习情况，激发学生的学习动机和兴趣。

通过及时反馈学生的学习成绩和进步，学生可以更有信心地面对学习挑战，不断提高自己的学习能力和水平。

形成性评价还有助于促进教师和学生之间的有效沟通和互动，建立积极的学习氛围。

通过形成性评价，教师可以更好地指导学生，激励学生，帮助他们克服学习困难，实现自身的学习目标。

形成性评价在小学英语教学中的应用具有重要的意义，对提高教学质量和促进学生全面发展都具有积极的影响。

1.2 形成性评价的概念和特点形成性评价是指在教学过程中通过持续不断地收集、分析和应用学生的学习成果和表现，来促进学生学习的过程。

浅谈小学英语教学中的评价

浅谈小学英语教学中的形成性评价娟崔玉玉娟浅谈小学英语教学中的形成性评价摘要：形成性评价是在教学过程中和生活中使用的一种评价，主要用于监控、调节学生课内外的学习内容和应用频率。

它强调的是学以致用，而不是给学生评定等级。

这种评价的基本特征是执行起来简便、易行，评价结果客观、科学。

方式简便形成性评价方式简便关键词：小学英语小学英语形成性评价形成性评价是指在学习活动实施的过程中，对计划、方案执行的情况和结果进行的评价，其目的是为了了解动态学习过程的效果。

它侧重过程的指导和对学习中存在的问题和不足的揭示，能及时调整学习过程中存在的问题，提出改进措施，对师生的教与学有积极意义。

其任务是对学生学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价。

其目的是激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神，因此形成性评价不单纯从评价者的需要出发，而更注重从被评价者的需要出发，重视学习的过程，重视学生在学习中的体验；强调人与人之间的相互作用，强调评价中的多种因素的相互作用，重视师生交流，其重要性就在于能够让学生认识自我，从而实现自主学习、自主发展。

在传统的教学系统中，教师在教学过程中可以根据自己的需要随时进行形成性学习评价，根据每次评价的结果引导学生掌握他所必须具备的特定知识，发现错误起因，从而采取因人施教的补救措施。

也可以在期末时将这些形成性评价的结果按照一定的规则进行加权后和终结性评价结果结合起来，对学生的学习成果进行看似客观、科学的评价。

但这种评价缺乏过程的全面性。

本文所讨论的形成性评价是在教学过程中和生活中使用的一种学习评价，主要用于监控、调节学生课内外的学习内容和应用频率。

它强调的是学以致用，而不是给学生评定等级。

这种评价的基本特征是把一个学年或学期的学习过程看作由一系列连续的学习单元所组成的整体，在每个重要的学习单元结束后，对学生的掌握情况进行适时的评价。

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浅谈小学英语教学中的形成性评价
教学评价是英语课程的重要组成部分，科学的评价体系是实现课程目标的重要保障。

从这一句话可以看出评价在英语教学中有着至关重要的作用，它影响甚至在某种程度上决定着英语教学改革的方向、改革力度与效果。

在以往的英语教学中，教师往往只重视研究教学大纲，分析教材特点，改进教学方法，指导学生学习，而忽视了对学生学习的评价，有的教师片面的认为考试就是评价的全部，只重视评价和测试的甄别和选拔功能，忽视评价为学生成长和发展服务的功能；评价过程往往只有教师一方的参与，这对于学生的全部发展和提高教学水平起到了阻碍作用。

因此，在新课程标准中对现行的教学评价体系进行了有效的改革。

一、何谓形成性评价
教学评价是指根据教学目标，对学习者在教学活动中所发生的变化进行测量，收集有关资料，并做出价值判断的过程。

英语教学评价主要由形成性评价和终结性评价组成。

所谓形成性评价，是“对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展”做出的评定，是基于对学生学习全过程的持续观察、记录、反思而做出的发展性评价。

其目的是“激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神”。

形成性评价使学生“从被动接受评价转变成为评价的主体和积极参与者。

”而新的课程标准指出：英
语课程要面向全体学生，注重素质教育。

而与素质教育相应的教育评价主要着眼于素质的全面提高.因此，采用形成性评价为主的评价体系能提高学生运用语言的能力，促进他们学习的自信心并且能激发小学生学习英语的兴趣。

二、形成性评价的方式与方法
1.自我评价
学生自评侧重从培养学生良好的学习习惯入手，逐步激发学生学习英语的兴趣。

在自评过程中教师应重视培养学生诚实做人的道德品质，并通过实事求是的自我评价学会反思，改进学习策略，明确下阶段学习方向。

2.互相评价
学生互评主要通过学生小组活动，培养学生合作学习的精神和竞争意识。

教师应培养学生虚心听取别人的意见，特别是听取批评意见的心理承受能力和诚恳友善对待学习伙伴的品质。

在互评过程中教师也可以从这几个方面入手：学习情感与策略方面，包括是否高高兴兴参与小组活动，认真听同伴发言；是否能诚恳说出同伴在英语学习中的优点与不足；能否虚心接受同伴的评价；知识和技能方面，则是能否快速看图说词，语音基本正确以及能否分角色扮演对话中的任务并积极地参与表演。

3.教师评价
教师评价则特别强调对学生学习过程的培养。

在情感与策略方面，教师则要考察学生是否能够不懂就问，虚心好学；能否认真听
讲，具有模仿能力；是否勇于大声说英语，并且语音语调基本正确；能否认真地完成课内学习任务；在知识和技能方面，则注重考察学生能否听懂教师的课堂教学常用指令，能否掌握本节课所要求掌握的单词及句子。

具体如下：
①学习行为的评价。

如在课上参与朗读、朗诵、角色扮演与同伴合作等。

②课堂、课外的作业。

③平时检测。

（包括每一次的默写、背诵）
④对学生的学习态度、方法与效果的评价。

通过这一系列的评价，让它成为一个激励——提高——再激励——再提高的良性循环过程。

4.档案袋评价
档案袋是记录着每个学生取得的进步以及反映学习成果的小天地。

该过程是形成性评价的重要内容。

组案袋展示了学生在努力学习后所取得的进步和成绩。

通过这一过程，学生增强了对自己的自豪感和自信心，也为老师、家长提供了学生进步的记录，还可以帮助观察学生所采用的学习策略。

档案袋评价内容：
1、评价开始反映学生学业基础的档案文件或检测记录。

2、学生学习行为记录。

（包括课堂参与情况，校内校外的学习情况，这需要教师、学生、家长的共同参与。

）
3、书面作业的样本，通常由学生自己决定放入自认为最满意的
作品。

4、读书笔记。

通过读书笔记可以了解学生英语学习，特别是阅读的情况。

5、每个单元放入一张积星卡，每个月放入一张阶段评价卡。

6、参与课外活动。

该项目显示参加校内外组织的英语比赛活动所得奖项和自己制作的手工作品等。

三、课堂教学评价应注意的几个问题
1、注重评价对教学效果的反馈作用。

例如考查是评价中所采用的一种手段，通过考查，我们要对成绩的分析得到结论，这些结论要能反映出学生学习的结果和教师教学中的不足，考测结束后，要认真分析、总结经验、完善教学中的不足，而不能把考测作为教学工作的终结。

2、统一评价与分层评价相结合。

学生之间总是有差异的，我们承认差异，并采取相应的教育方法，以调动他们的学习积极性，达到他的能力极限，也就是说对程度不同的学生参照不同的评价要求，这样使不同层次的同学都能得到满足。

3、评价应关注学生综合运用语言运用能力的发展过程以及学习的效果，采用形成性评价和终结性评价相结合的方式，既关注结果，又关注过程，使学习过程和学习结果达到和谐统一。

4、评价结果可以用鼓励性的语言描述学生英语学习的情况。

如学生在学习中掌握了什么、具备了哪些技能、获得哪些进步，还需要在哪方面继续努力，争取更上一层楼等，最大限度地发挥出评价
对学生发展的促进作用。