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
笔者在上完《津小学英语）ＡＵｉＡｔｒｓｈｏ后，布牛５ｎｔｆｃｏｌ就Ｔｅ
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。

小学英语教学中的形成性评价

小学英语教学中的形成性评价作者：王俊来源：《教书育人·高教论坛》2013年第02期评价作为英语课程中的一个重要组成部分，在英语课程发展中起着十分重要的作用，甚至在某种程度上决定着外语课程改革的方向。

教育部新一轮课程改革向我们提出了“立足过程，促进发展”的新课程评价，这不仅仅是评价体系的变革，更主要的是评价理念、评价方法、评价手段以及评价实施过程的转变，如何在小学英语教学实践中运用形成性评价方法促进英语教育教学质量的提高是每一位小学英语教师值得研究的问题。

一形成性评价的概念和特点（一）形成性评价的定义很多学者对形成性评价下过不同的定义，但这些定义间也有共通点，都强调在教学过程中不仅要关注结果，更要关注过程。

笔者认为形成性评价就是在教学以及学生的学习活动中，即学生知识、技能与态度的形成过程中，运用各种有效的评价手段对学生的学习情况进行监控与评价，为教师与学生提供反馈信息，使教师和学生调整教学策略和学习策略，更好地促进自主学习。

（二）形成性评价的特点1科学性以当前最新的学习观和教育新理念为基础，采纳的是多种经实践验证的方法与手段，并在评价操作过程中强调科学的程序，具有较高的科学性。

2评价内容的广泛性和全面性不仅注重对学生认知能力的评价，而且重视对学生情感、态度、兴趣以及策略的评价，因此他为学生提供的反馈信息是全方位、多层次和综合性的。

3评价结果的描述性和反馈性形成性评价是对学生做了什么和能做什么的记录和反思，它可以反映学生的进步情况，对兴趣、态度、情感、沟通能力以及合作精神等进行评价，使学生在学习中受到鼓励，培养其自信心和成就感，为以后的进步积蓄动力。

形成性评价是教师的“教”与学生的“学”的双向评价，双方互相促进。

形成性评价是全方位、多样化的评价，所以，对学生运用形成性评价是科学的。

在运用形成性评价的过程中，学生变被动的、强迫性的学习为主动的、有兴趣的学习，变死记硬背的学习为轻松愉快的学习，在学习中锻炼独立思考能力和自我探索能力，这对促进学生的全面素质的提高有着非常积极的意义。

探究小学英语阅读教学中的形成性评价

探究小学英语阅读教学中的形成性评价在小学英语阅读教学中，形成性评价是教学过程中的重要组成部分。

形成性评价是一个反馈过程，旨在了解学生的学习情况，为教学提供及时的调整和指导。

在英语阅读教学中，形成性评价不仅能够帮助教师了解学生的阅读能力和理解能力，还能促进学生的学习动机和养成良好的学习习惯。

本文将探讨小学英语阅读教学中形成性评价的重要性、具体实施方法以及可能遇到的挑战和解决办法。

一、形成性评价的重要性1.促进学生的学习动机和养成良好的学习习惯形成性评价可以帮助教师了解学生的学习情况，及时调整教学策略和方法，使学生的学习更加有效。

通过及时的反馈和指导，可以激发学生的学习兴趣，增强学习动机，促进学生对英语阅读的积极参与。

形成性评价也可以帮助学生树立正确的学习态度，养成良好的学习习惯，提高学习效果。

2.帮助教师了解学生的学习情况形成性评价可以帮助教师及时了解学生的学习情况，发现学生的学习困难和问题，并据此对教学内容和方法进行调整。

通过形成性评价，教师可以更好地发现学生的学习差异，因材施教，提高教学质量。

3.促进学生的学习能力和自主学习能力形成性评价注重学生的自主学习和能力培养，能够促进学生的学习能力和自主学习能力的发展。

通过形成性评价，学生可以了解自己的学习情况，发现自己的学习问题，并逐渐培养自己的解决问题的能力，提高学习自觉性和自主性。

二、形成性评价的具体实施方法1.形成性评价工具的选择在小学英语阅读教学中，形成性评价工具主要包括课堂笔记、小组讨论、作业、口头回答问题等。

教师可以结合教学内容和学生的实际情况，选择不同的评价工具，了解学生的阅读能力、理解能力和学习情况。

2.利用多种形式进行形成性评价教师可以利用多种形式进行形成性评价，例如课堂练习、小组合作、个人作业等。

通过多种形式的评价，可以全面了解学生的学习情况，促进学生的全面发展。

3.及时反馈和指导形成性评价的关键在于及时反馈和指导。

教师应该及时对学生的学习情况进行反馈，指导学生改进学习方法和提高学习效果。

形成性评价在小学英语课堂教学中的运用

一
、
差异。
评价与定量评价相结合；价内容的选择要有趣味性，合任评结务型教学活动进行评价：建立相关的监督奖励机制确保形戍
性评价得以实施
关键词：学英语小
课堂教学形成性评价
２１ｇ３试周刊０＆２１￣考
形成性ｉｚ在小学英语课堂教学中的运用ｑ价，
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（城师范学院教育科学学院，苏盐城盐江
摘要：成性评价是目前小学英语课堂教学的常用评形价方法之一，它对激发学生的学习动机起着重要作用本文分析了形成性评价在小学英语课堂教学运用中存在的问题．从而有针对性地提出以下几种解决策略：根据学生的个体差异
问题之一。
形成性评价又称过程评价，指教师在教学过程中．过是通问卷、问答、察记录、生作品分析及测验等方法．学生在观学对学习过程中表现出的兴趣、态度、与度和语言发展状态作出参的判断，他们的学习尝试作出肯定，对以促进学生的学习积极性，帮助教师改进教学 …。形成性评价可以反映学生在掌握教材中存在的困难和缺陷Ｉ。在小学英语学习过程中，成性评３＿形价测试的结果可以帮助教师及时发现学生某单元的英语掌握情况。教师通过考查学生的语音、调、感等内容。学生语语让了解自己的不足，而有针对性地进一步加强练习，破难从突点，遗补缺。同时成性评价还能强化学生学习英语的动查形力并给他们提供及时的反馈。形成性评价运用于小学英语课

英语教学中形成性评价论文

浅谈英语教学中的形成性评价【摘要】英语教育的现状尚不能适应我国经济建设和社会发展的需要，与时代发展的要求还存在差距。

现行的评价方式还存在许多问题，对现行的小学英语教学评价体系需进行有效的改革。

而形成性评价就是在这场改革运动中形成的一种新型的教学评价方式。

【关键词】形成性评价的定义，特征，内容，实施及效果在新的教育形势下，小学英语课堂教学评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生在原有水平上的发展。

建立以学校、教师、学生、家长共同参与的评价制度，使教师多渠道获得信息，教师对自己教学行为的分析和反思，与学生共同成长。

1.注重过程评价，促进学生发展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。

通过评价，使学生在英语课程的学习过程中不断体验进步与成功，认识自我，建立自信，促进学生综合语言运用能力的全面发展；评价还要有利于促进学生健康人格的发展；使素质教育更加完善。

在日常的形成性评价中，应允许学生根据自己的特长或优势选择适合自己的评价方式。

如果学生对自己某次课堂测验成绩不满意，可以与教师协商，暂不记录成绩，学生在经过更充分的准备之后，可再次参加评价。

教师要时刻关注评价对学生学习和教师教学的反馈作用。

2.形成性评价的定义什么是形成性评价？国家《基础教育英语课程标准》提出：“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”。

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。

3.形成性评价的特征形成性评价为学生提供了一个不断自我完善和提高的机会，形成性评价具有以下四个方面的特征：3.1 以学生为主体的评价。

评价促进全体学生全面发展的指导思想，充分考虑到学生的个性特征，学习习惯，学习态度，兴趣爱好，学习成绩，学习策略，知识能力水平。

承认他们存在着个体差异，对他们的知识，智力和情感因素等进行全方位的考察。

“小学英语课堂教学中形成性评价”的研究

“小学英语课堂教学中形成性评价”的研究一、课题研究的背景和意义英语教学评价主要由形成性评价和终结性评价组成。

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。

美国著名教育心理学家布卢姆就认为：“评价是一种获取和处理用以确定学生水平和教学有效性的证据的方法。

科学和有效的评价，是激发初学英语学生的学习兴趣，提高学生运用语言的能力，促进培养学生交际习惯的重要途径。

”这与当前正在实施的新一轮英语课程标准改革的基本理念是相吻合的。

从心理学的角度来讲，儿童好奇心强，善于模仿，他们对一种新的语言的学习往往产生浓厚的兴趣。

所以人们认为儿童时期是学习语言的最佳时期。

然而，从另一个角度来讲，儿童的注意力又较易分散，唯有对感兴趣的东西才能集中注意力并能持久。

因此，教师必须因势利导，不要因为盲目追求课堂纪律打击他们的好奇心和求知欲。

在教学中，根据学生的实际情况，非智力因素的差异，进行目标激励，分层促进。

本课题研究的形成性评价的应用，不同于传统意义上的小测验、课堂提问、家庭作业、课外活动。

这些活动虽也属于平时的评价，但往往忽视了学生的自主发展。

形成性评价注重评价结果对教学的反馈作用，包括对学生学习和教师教学两方面的反馈作用。

评价要能够使学生了解自己的学习状况，有助于学生发展自主学习和自信心的建立。

小学生在学习英语时，总是希望得到他人的肯定和表扬，在课堂学习中更是如此，所以教师在教学中要注重保护他们学习的积极性。

教师应关注每个孩子的各方面的表现，对优等生表扬的同时不要忘记对后进生的表扬与激励。

小孩子特别喜欢听好话，因此在课堂上教师的一句“wonderful！”“good！”等赞扬的话或者是一丝善意的微笑，不但会使学生开心而且使他们信心大增。

教师还可以在教学中用评语、口头激励、写在作业中等形式进行形成性评价，更多地关注学生各方面的过程，从而进一步激发和促进他们学习英语的兴趣。

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】本文探讨了形成性评价在小学英语教学中的应用。

首先介绍了形成性评价的概念及特点，然后阐述了在小学英语教学中形成性评价的必要性，接着详细描述了形成性评价的具体方法。

随后分析了形成性评价对学生学习的影响，并给出了在小学英语教学中的实践案例。

最后总结了形成性评价在小学英语教学中的价值，并展望未来形成性评价在这一领域的发展方向。

本文旨在为教师和教育工作者提供有关形成性评价的理论支持和实践指导，促进小学英语教学质量的提升，推动学生全面发展。

【关键词】形成性评价、小学英语教学、应用、概念、特点、必要性、具体方法、影响、实践案例、价值、发展方向1. 引言1.1 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是指利用不断积累的信息和数据，通过多种评价方式和手段，对学生的学习过程、学习态度和学习成果进行全面综合评价，从而更好地指导和促进学生的学习发展。

形成性评价旨在帮助学生认识自己的学习状态，发现学习问题，引导和激励学生自主学习，提高学习兴趣和主动性。

在小学英语教学中，形成性评价不仅可以帮助教师及时了解学生的学习情况，调整教学策略，还可以激发学生学习动力，提高学习效果。

形成性评价在小学英语教学中的应用是一个多方面、全方位的过程，需要教师与学生、家长和社会共同努力，相互配合，共同推动学生的全面发展。

在不断实践中，形成性评价在小学英语教学中的应用将逐步得到有效验证和完善，对学生成绩提升、学习兴趣激发、能力培养等方面都将产生积极影响。

2. 正文2.1 形成性评价的概念及特点形成性评价是指通过连续、系统地搜集、整理、分析学生学习过程和学习成果的信息，以指导和促进学生学习的一种评价方式。

它具有以下几个主要特点：形成性评价是持续性的。

与一次性的总结性评价不同，形成性评价是贯穿整个学习过程的，可以及时反馈学生的学习情况，并帮助学生及时调整学习策略。

形成性评价是个性化的。

它可以根据学生的个体差异，灵活地选择评价方式和内容，更好地满足学生的个性化学习需求。

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扮演着重要的角色。

本文首先介绍了形成性评价的概念及特点，接着探讨了形成性评价在小学英语课堂中的实践方法，以及对学生学习的促进作用。

然后重点讨论了形成性评价在小学英语教学中的具体策略，以及与提高教学质量的关系。

结论部分阐述了形成性评价对小学英语教学的重要性，指出了其不断完善和发展的方向，并强调了形成性评价对小学生英语学习的意义。

通过本文的研究，可以更好地了解形成性评价在小学英语教学中的应用价值，为提高教学质量和促进学生学习提供一定的参考。

【关键词】形成性评价、小学英语教学、应用、概念、特点、实践、促进作用、学生学习、具体策略、教学质量、重要性、不断完善、发展、意义1. 引言1.1 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是一种重要的教学评价方法，能够有效地促进学生的学习和成长。

形成性评价旨在通过持续的评价和反馈来帮助学生认识自己的学习进度，从而调整学习策略，提高学习效果。

在小学英语教学中，形成性评价可以帮助教师更好地了解学生的学习情况，及时调整教学方法和内容，从而更好地满足学生的学习需求。

形成性评价也能够激发学生学习的积极性，增强他们的学习动力和自信心。

形成性评价在小学英语教学中的应用具体包括多种形式，如日常课堂表现评价、作业评价、小组合作评价等。

通过这些形式的评价，学生可以不断地接受反馈，了解自己的优势和不足，及时调整学习策略，提高学习效果。

形成性评价还可以帮助教师更好地制定教学目标和教学计划，促进教学过程的有效展开。

形成性评价在小学英语教学中的应用具有重要意义，对学生的学习和成长起着至关重要的作用。

教师和学生应共同努力，充分发挥形成性评价的作用，不断完善和发展这一评价方法，提高教学质量，推动学生的学习进步。

2. 正文2.1 形成性评价的概念及特点形成性评价是指在教学过程中，通过对学生学习情况的多次观察、记录和分析，及时给予反馈并调整教学策略，以促进学生学习和发展的评价方式。

形成性评价在小学英语教学中的应用探析

形成性评价在小学英语教学中的应用探析【摘要】形成性评价在小学英语教学中扮演着重要角色。

本文首先介绍了形成性评价的概念和特点，然后探讨了其在小学英语教学中的重要性。

接着详细分析了形成性评价在小学英语听说读写能力培养中的应用和具体操作，以及存在的问题与对策。

通过对形成性评价的应用，可以更好地促进小学生的英语学习，提高他们的学习兴趣和成绩。

最后结论指出形成性评价对小学英语教学的促进作用，并展望了未来的研究方向。

形成性评价在小学英语教学中的应用具有重要意义，值得深入研究和推广。

【关键词】形成性评价、小学英语教学、听说读写能力、教学操作、问题与对策、促进作用、研究方向、总结1. 引言1.1 研究背景在小学英语教学领域，形成性评价的应用也备受重视。

小学英语作为重要的外语学科，对于学生的语言能力、跨文化交流能力等方面的培养起着至关重要的作用。

而形成性评价正是一种更加关注学生综合能力发展的评价方式，能够更好地激发学生的学习兴趣，激励学生的学习动力，促进学生的自主学习和自我发展。

探究形成性评价在小学英语教学中的应用具有重要的现实意义和理论意义。

通过深入研究形成性评价在小学英语教学中的具体实践，可以有效地促进学生语言能力的提升，提高教学质量，切实推动小学英语教学改革和发展。

1.2 研究意义形成性评价在小学英语教学中的应用探析具有重要的研究意义。

随着教育教学理念的改革和发展，形成性评价已成为评价教学效果的重要手段之一，其在小学英语教学中的应用将有助于提高教学质量和教学效果。

形成性评价能够更好地发现学生的学习特点和问题，有利于个性化的教学和学习，对于促进学生的英语学习动机和兴趣具有积极的作用。

通过对形成性评价在小学英语教学中的应用进行探讨和分析，可以为教师提供有效的教学策略和方法，帮助他们更好地促进学生的全面发展和提高英语学习水平。

研究形成性评价在小学英语教学中的应用对于推动教育教学改革，提高教学效果具有重要的理论和实践意义。

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