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纯英文论文

第一篇：纯英文论文abstract：Atpresent,Englishteachingevaluationmethodsdependsomuchonsummativeevaluationinourcountry.Asisknowntoall,astudent’stestingscoresaretreatedasfinalevaluationcriteriainsummativeevaluationmethod,sosummativeevaluationstrengthensthefunctionoftestingscores.ThishasresultedinmanystudentslearningEnglishonlytopassexaminationsortogotoschool.Apparently,thiskindofinstrumentallearningmotivationishardtoarousestudents’learningenthusiasmorforthemtokeeptheirinterestinlearning.Inshort,toacertainextent,summativeevaluationignorestheevaluationonstudents’creativityandsubjectivity.Inrecentyears,curriculumreformhasbecomeafashiontopicandevaluationisbecomingmoreandmoreimportant.Formativeevaluation,whichiscalledprocessevaluation,wasadvancedbyG.F.Scriveninhisbookthemethodologyofevaluationin1976.AfterG.F.Scriven,Bloomwasfirsttointroduceformativeevaluationintoclassroomteaching.Withcurriculumreformdevelopmentinourcountry,ahighpremiumhasbeenplaceonformativeevaluation.TheoverallobjectiveofthehighschoolEnglishcurriculumis:toenablestudentsonthebasisofcompulsoryeducationonlearningEnglish,tofurtherclarifythepurposeoflearningEnglish,todevelopindependentlearningandcooperativelearningability;theformationofeffectiveEnglishlearningstrategies;studentsoveralllanguageproficiency.WiththedevelopmentofChina'scurriculumreforms,theformativeevaluationisalsomoreandmoreattention.Formativeevaluationhasbecomethemainstreamwayofteachingevaluation,itusesdescriptiveevaluationorpositivescore,etc.toencouragestudentsandteacherstocommunicateindifferentwaysbasedontheevaluationoftheresultswiththestudents,fullyaffirmedtheprogressofstudents,encouragestudentstoself-reflection,selfevaluationandself-improvement.ThispaperistostudytheapplicationofformativeassessmentinhighschoolEnglishteaching,discussesformativeassessmentfeaturesandfunctions,aimedatimprovingthequalityofteaching,improvehighschoolstudentsinterestedinlearningEnglish.Accordingtothenecessityandurgencyofthecurrentsituationofformativeassessmentinteaching,wh