中文摘要：形成性评价在我国已经写入了国家级教育文件，如课程标准、大学英语课程要求等。但是对于形成性评价片面的理解使得形成性评价的实施已经出现了很大的问题。相对于西方发达国家对于形成性评价的研究与实践状况相比，在政策、研究和实践方面我国都还有很大的进步空间。

本文以小学英语课程评价为研究对象，结合之前学者对于形成性评价的相关研究，重点研究如何将形成性评价更广泛的运用于小学英语教学中，以达到提高每个学生对于自身的了解并提升自己对于学习的兴趣的目的。首先，文章在开头阐述形成性评价的定义以及其运用的目的和意义。其次，分析形成性评价在实际运用方面的不足性。再次，指出国内课程安排的不合理性并提出必要的改变方向。最后将所提出的建议与实际结合并做出总结。

关键词：形成性评价-课程安排-小学

Contents

Abstract

中文摘要

Chapter One-Introduction-1

1.1 Definition of formative assessment-1

1.2 Significance and purpose-1

Chapter-Two-Main-Problems-in-the-Research-and-Practice-of-FormativeAssessment-1

2.1 Lack of support-2

2.2 Conflicts between examfominated-education and formative assessment-3

2.3 Lack of training and innovation evaluation of teachers-4

2.4 Students’ insufficient attention to the evaluation results-5

Chapter Three-More Rational Uses of Formative Assessment-6

3.1 Misunderstanding of formative assessment-7

3.2 Solutions to the problems-7

3.2.1-Enhancing-the-students’-awareness-of-the-importance-of-formative assessment-7

3.2.2 Information input-7

3.2.3 Class exercises-7

3.2.4 Extracurricular activities-8

Chapter Four-Application of the Formative Assesssment-9

4.1 Current situations of the application of formative assessment-9

4.1.1 Teacher-centered formative assessment-9

4.1.1.1 Questioning-9

4.1.1.2 Feedback-9

4.1.2 Student-centered formative assessment-10

4.1.2.1 Slef-assessment-10

4.1.2.2 Peer-assessment-11

4.2 Applications of learning files in formative assessment-11

4.2.1 Applications of knowledge files-11

4.2.2 Applications of writing files-12

4.2.3 Applications of speaking skills and talents-13

Chapter Five-Conclusion-14

5.1 Conclusion of the study-14

5.2 Suggestions-14

References-16