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1、英語(yǔ)寫(xiě)作教學(xué)過(guò)程應(yīng)不僅包括教學(xué)和寫(xiě)作過(guò)程更應(yīng)包括評(píng)價(jià)過(guò)程。而傳統(tǒng)英語(yǔ)寫(xiě)作教學(xué)常采用單一的終結(jié)性教學(xué)評(píng)價(jià)，違背了“以學(xué)習(xí)者為中心”的教學(xué)理念，阻礙了學(xué)生創(chuàng)造性的發(fā)揮。與之相對(duì)的形成性評(píng)價(jià)則更加關(guān)注學(xué)生的寫(xiě)作情感、態(tài)度和努力程度，注重對(duì)學(xué)生的寫(xiě)作過(guò)程進(jìn)行評(píng)價(jià)。遺憾的是在我國(guó)的英語(yǔ)寫(xiě)作教學(xué)中仍以終結(jié)性評(píng)價(jià)為主要的評(píng)價(jià)方式，形成性評(píng)價(jià)并沒(méi)有得到充分的重視。本研究旨在實(shí)施并驗(yàn)證形成性評(píng)價(jià)在以初中學(xué)生為授課對(duì)象的英語(yǔ)寫(xiě)作教學(xué)中的有效性。
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