新課程背景下中學(xué)英語課堂教學(xué)評(píng)價(jià)研究Abstract:Effectiveandreasonableclassroomteachingassessmentcanimprovethequalityofclassroomteaching,andestablishthemainpositionofstudentsintheclassroom.SincetheimplementationoftheNewCurriculumStandardsforOrdinaryHighSchoolsin2017,classroomteachingisrequiredtoadoptscientificandreasonableassessmentmethodstoeffectivelymonitorclassroomteaching,andthenhandletherelationshipbetweenassessmentandteaching.Basedonthenewcurriculumreform,thispaperusesthequestionnairesurveymethodtounderstandstudents’assessmentofcurrentEnglishclassroomandteachers’teachingmethods.Intheprocessofreviewingthequestionnaire,thepaperconcludesthattherearethefollowingproblemsintheassessmentofmiddleschoolEnglishclassroomteaching:inactiveclassroomatmosphere,poorclassroomteachingeffect,singleteachingmethods,boringexercisedesigns,andunreasonableteachingactivities.Therefore,inEnglishteaching,throughtherealizationofevaluationactivities,evaluationcontent,evaluationsubjectandevaluationmethodstopromotethefurtherimprovementofmiddleschoolEnglishclassroomteachingassessment.Keywords:Newcurriculumstandards;classroomteachingassessment;middleschoolEnglishContentsIntroduction11.1BackgroundofResearch11.2PurposeofResearch1LiteratureReview2DefinitionofClassroomTeachingAssessment2MeaningofClassroomTeachingAssessment3FactorsoftheMiddleSchoolEnglishClassroomTeachingAssessment4AsurveyoftheMiddleSchoolEnglishClassroomTeachingAssessment6ResearchQuestionsandResearchSubjects6ResearchMethods6DataCollectionandDataAnalysis7SurveyResults10SuggestionstoImproveMiddleSchoolEnglishClassroomTeachingAssessment11Conclusion12Implications12LimitationsandSuggestions13Bibliography15Appendix16Acknowledgments18ATHESISFORTHEDEGREEOFBACHELORIntroductionWiththedeepeningofnewcurriculumreform,moreandmorestudieshavebeenconductedontheassessmentofEnglishclassroomteachinginmiddleschool.ManyforeignstudiesontheEnglishclassroomteachingassessmentofmiddleschoolhaveprovidedreferencefortheresearchinChina.1.1BackgroundofResearchTheexperimentaldraftoftheNewCurriculumStandardforordinaryhighschoolsin2003guidedthepracticeofordinaryhighschoolcurriculumreformformorethantenyears,basicallyestablishedanordinaryhighschoolcurriculumsystemsuitableforChina'snationalconditionsandadaptedtothedevelopmentrequirementsofthetimes,andpromotedtherenewalofeducationalconcepts.However,inthefaceoftheprofoundchangesinsociallife,inthefaceoftherapidgrowthofeconomyandscience,andinthefaceofthenewrequirementsforthequalityoftalentcultivationinChina,itstillhassomeunsuitableandurgentimprovements.Teachingassessmenthasalwaysexistedintheentireclassroomteachingrange,anditisalsoanaspectthatneedsspecialattentionforthenewcurriculumreformin2017.Althoughtherearenationalconditionsandculturaldifferencesinwesterncountries,theyallespeciallyconcernedabouttheassessmentleveloftheirhighschoolEnglishclassroomteaching.Thecontent,methods,standards,etc.ofteachingassessmentabroadhaveformedasystematicsystem,whichismainlymanifestedin:①students’self-evaluationandmutualevaluationareemphasizedinclassroomteaching;②focusoncultivatingstudents’cooperativeability;③focusoncomprehensiveandobjectiveevaluationofstudents,insteadofsimplybasedonthewrittenexaminationtoreflectstudents’learningstatusandlearningresults.TheseadvancedclassroomteachingassessmentconceptshaveagreatreferencetopromotetheresearchofEnglishclassroomteachingassessmentinChina.1.2PurposeofResearchAgainstthebackgroundoftheconstantreformofthenewcurriculumstandards,itisinevitablethattheclassroomteachingadvanceswiththetimes.ThestandardofthenewEnglishcurriculumpromotedbythecountryfocusesonstudents'thoughtdevelopment,behavioranalysis,andinterestcultivation,andtakesthestudents'personalexperienceandmutualexchangesasthebreakthroughpointofclassroomteaching.Teachersandstudents,studentsandstudentsfullyinteract,exercisethetemporarylanguageorganizationofstudents,andrelievethedilemmaofexistingclassroomstudentswhoaredifficulttoinnovate.Thisnormallowsstudentstotaketheinitiativetothinkboldlyandtomakelearningfulloffun,soastomobilizestudents'subjectiveinitiative.Teachingevaluationplaysanirreplaceablepositioninthenewstandard.Therefore,itisnecessarytoconductin-depthresearchandinvestigationontheevaluationofmiddleschoolEnglishclassroomteaching.Aimingatthecurrentsituationof"time-consumingandeffortless"inmiddleschoolEnglishteaching,thispaperattemptstounderstandstudents'ideasthroughquestionnairesandproposeappropriateimprovementmeasures.Underthenewmeasures,teacherscaneasilyestablishnewteachingconcepts,modernizetheEnglishclassroom,andmakeassessmentplayanactiveroleinclassroomteaching.LiteratureReviewForclassroomassessment,therearesomeadjustmentsinthecontentofnewcurriculumstandards.Thissectionismainlyaboutthedefinition,meaningandinfluencingfactorsofclassroomteachingassessment.2.1DefinitionofClassroomTeachingAssessment“Classroomteachingassessmentmeanstheprocessofevaluatingthevariouselementsofclassroomteachinganddevelopmentchangesbysystematicallycollectinginformationonclassroomteachingactivitiesandusingoperationalassessmentmethodstoscientificallyanalyzetheinformationaccordingtocertaineducationalconceptsandteachinggoals.”(NewCurriculumStandards,2017)AccordingtoEnglishCurriculumStandards:“classroomteachingevaluationisthatteachersdeterminetheassessmentcontentandassessmentstandardsaccordingtotheteachingobjectives,byorganizingandguidingstudentstocompletevariousassessmentactivitiesguidedbytheassessmentobjectives,inordertomonitorthestudents’learningprocess,detecttheeffectsofteachingandlearning,realizeassessmenttopromotelearning,andrealizeassessmenttopromoteteaching.（EnglishCurriculumStandards,2017）Itisoneofthecontentsofcurriculumassessment,anditisalsooneoftheimportantmeanstoeffectivelyimplementEnglishclassroomteaching.EnglishclassroomteachingassessmentreferstotheteachersintheprocessofEnglishteaching,throughtheself-evaluation,questionandanswermethod,mutualevaluationandobservationrecordsetc.,judgingstudents’interests,attitudesandparticipationinactivitiesinthelearningprocess,makingapositivejudgmentontheirabilitytolearnEnglish,inordertoimprovestudents’learningenthusiasmandhelpteachersimprovetheirteachingactivities.Englishclassroomteachingevaluationincludesstudents’mutualevaluationandstudents’self-evaluation,testevaluationandnon-testevaluation,knowledgeevaluationandemotionevaluation,whichplayaveryimportantroleinpromotingEnglishteachingactivities.2.2MeaningofClassroomTeachingAssessmentInteachingactivities,theroleofclassroomteachingassessmentisbecomingmoreprominent.AccordingtothecontentofNewCurriculumStandard(2017),theassessmentofclassroomteachingisofgreatsignificancetotheimprovementofstudents,teachersandschools.①Promotestudents’development.Thenewcurriculumreformadvocates“fortheimprovementanddevelopmentofeverystudent.”Intheclassroomteachingprocess,allteachingequipmentandallteachers’laborareforstudents’learninganddevelopment.Therefore,animportantdimensiontobegraspedintheassessmentofclassroomteachingis:whetherourteacherstreateachstudentfromdifferentlevelsunderthereferenceofpromotingthedevelopmentofstudentsastheultimateconcern,respectingtheindividualdifferencesofstudents,andrespectingtheindividualityofeachstudent.Thevalueanddignityofthesocietywillguideandtrainstudentsinallaspectsfrommoralquality,learningability,communicationandcooperationawareness,personalityandemotion,andpromotethedevelopmentofstudentsattheoriginallevel.Therefore,theassessmentofclassroomteachingiscarriedouttoencourageteacherstostudyseriouslyandeffectivelyimplementclassroomteachingstrategies,soastostrengthenstudents’abilitytolearnknowledgeproactively,andrealizeahigherlevelofstudents’development.②Promoteteachers’development.Classroomteachingassessmentisanessentialdrivingforceforteacherstogetprofessionaldevelopment.Itisacontinuousandsystematicprocess.Animportantpurposeofitistocontributetheimprovementofstudentsandschoolsbypromotingthedevelopmentofteachers’personalexpertise.Throughitsguidingfunction,itallowsteacherstoclearlyknowthestandardsandcontentsofassessment,therebyguidingteachers’behaviors,enablingteacherstoconstantlycomparewiththestandardsandcontentsofassessmentintheirteachingprocess,andconstantlyreflect,adjust,andimprovetheirclassroomteaching,toachievetheoptimizationofclassroomteaching;throughitsfeedbackfunction,ithelpsteachersreflectontheirowndeficienciesinteachingandanalyzethereasons,soastoimproveteachers’teachingpracticeandenhanceteachers’professionaldevelopmentlevel.③Promoteschool’sdevelopment.Fortheschool’sadministrators,classroomteachingassessmentisalsoaneffectivemeanswhichcanbetterstrengthenthemanagementofstudents.Carryingoutclassroomteachingassessment,promotingschoolleaderstostudyeducationaltheories,studyingthestandardsofclassroomteachingassessment,andin-depthclassroomteaching,notonlyimprovetheeducationaltheorylevelofmanagers,butalsoenablemanagerstomoreintuitivelyunderstandtheschool’steachingsituation,andthushelpteachersimprovetheirteaching.Throughtheimplementationofclassroomteachingassessment,itisnoteasyfortheschooltostrengthenthemanagementlevelofthestudents,cultivatemoretalentsfortheschool,andcancreateamorefavorablelearningenvironmentfortheschoolandmaketheschooldevelopbetter.2.3FactorsofInfluencingClassroomTeachingAssessmentAccordingtothecontentsoftheNewCurriculumStandard（2017）,theassessmentofEnglishclassroomteachingshouldbeconsideredfromthefollowingaspects:teachingideas,teachinggoals,teachingcontents,teachingprocessandmethodsandteachingeffects.Teachingidea:classroomteachingisbasedonstudentsandteachers.Studentsshouldgraspthekeylinkoflearningactivitiestocarryouttheirworkindailyclassroomteaching.Itisnecessarytomakeanoverallteachingplanforallstudents,andcloselyobservetheindividualprogressandactualneedsofdifferentstudents,andmaketargetedadjustmentsandinductionoftheteachingplan.Soastotakecareofstudents’internalneeds,fundamentallymobilizestudents’subjectiveinitiative,andincreasestudents’enthusiasmforlearning.Teachinggoal:theteachinggoalistheinitialnodeofclassroomteaching,andallteachingactivitiesneedtoproceedfromtheteachinggoal.Therefore,theformulationofteachingobjectivesneedstobecarefulandprudent:itmustconformtothestandards,thatis,thecontentoftheteachingcurriculumshouldbeclearandconcise,simpleandeasytounderstand,andfeasible.Itshouldalsofocusonthegrowthofstudents’comprehensivequalities,includingthecultivationofknowledgeandability,theinductionofprocessesandmethods,andtheintegrationofemotionsandattitudes.Teachingobjectivescanbeenrichedandimprovedbyintroducingnewcoursesorclassroomsummaries.Teachingcontent:theimplementationofallourteachingmethodsisstudent-centered,includingthesettingoftheteachingcontent.Thequalityoftheteachingcontentofaclassdirectlyaffectsthelearningefficiencyofstudentsintheclassroomandthelevelofteachingassessmentmadebystudents.Thesettingofteachingcontentshouldnotbelimitedtobookknowledge,butshouldalsoaddsomecontentrelatedtolife.Whilepayingattentiontostudents’learning,theycanalsofocusontheirotherdevelopments.Thedepthoftheteachingcontentshouldalsobeinlinewiththestudents’currentlevelofknowledge,embodythekeypointsinthecontent,donotforgetthekeypointsduringtheexplanation,andhighlightthekeypointsinthedesignoftheblackboard;thedifficultpointsshouldbeproperlydealwith.?Inclassroomteaching,stresstheconnectionbetweenknowledgelearningandlanguagepractice.Teachingprocessandmethods:theteachingprocessisthefocusofalesson,whichshouldreflect“people-oriented”,whichisinlinewiththeacademicconditionsandisconvenientforclassroomteaching.Thespeedoftheteachingprocessshouldbenotbebasedontheteachers’ownfeelings,butshouldbeconsideredfromthestudents,inordertocontributestudents’learning.Thechoiceofteachers’teachingmethodsisanotherinfluentialfactor.Teachersshoulduseteachingmethodsthatcancontributetoclassroomassessment,focusontheguidanceofstudentsonlearningmethods.Teachingeffects:intheclassroom,studentsshowastronginterestinlearningwhethertheyarelistening,discussing,orpracticing,whichshowsthattheteachingeffectisgood.ASurveyoftheMiddleSchoolEnglishClassroomTeachingAssessmentTheassessmentofclassroomteachinghasanindispensablerolefortraditionalclassroomteachingandnewcurriculumreform.Itisatrueandintuitiveresponseofstudentstoteachingactivities.Inthecontextofthereformofthenewcurriculumstandards,classroomassessmenthasalsobeengivennewrequirementsthatfocusonprocessreflectionandprogresswiththereform.3.1ResearchQuestionsandResearchSubjectsThisresearchendeavorstocompletethefollowingpuzzlesfromtheperspectivesofstudents’assessmenttothecurrentEnglishclassroomandstudents’assessmenttotheteacher’steachingmethods.①Students’assessmenttothecurrentEnglishclassroom:comparedwithothercourses,howistheEnglishclassroomatmosphere?Whetherthekeyanddifficultpointsinclassareprominent?WhatistheeffectofEnglishclassroomteaching?Howdoestheteacherguidethestudentsintheclassroom?DoestheteacherteachinEnglishorChinese?②Students’assessmenttotheteacher’steaching:howdoestheteacher’steachingmethods?Howabouttheteacher’squestionsinclass?Howaretheteacher’steachingactivities?DoteachersfocusonoralEnglishtrainingforstudents?Howaretheteacher’sexercisedesign?ThisstudytakesthestudentsofChangzhiNo.17middleschoolastheresearchsubject,throughthequestionnairesurvey,analyzesanddiscussestheexistingquestionsofEnglishclassroomteachingassessmentinthemiddleschool.Thetotalnumberof80highschoolstudentsfilledoutthisquestionnaire,including50girlsand30boys.Theiraverageageis17.ComparedtopreviousEnglishstudy,thestudyinthisstageismorecomplicated,anditismoredifficultforstudentstolearnEnglish.Therefore,itisvitalforstudentstoimprovetheirlearninginEnglishlearningthroughclassroomteachingassessment.3.2ResearchMethodThestudymainlyusedtheapproachofquestionnairesurvey,andthequestionnairequestionsmainlyrefertotheresearchdonebyHuGuoqun（胡,2011）.Thequestionnaireiscomposedoftwoparts.Thefirstpartispersonalintroduction,namelytheageandgenderofrespondents.Inthisprocess,studentsarenotrequiredtowritetheirrealname,whichcaneliminatestudents’concerns,andensuretheobjectivityofthequestionnaire.Thesecondpartistheproblem.ThequestionnaireaimstostudythecurrentphenomenonofmiddleschoolEnglishclasses,askstudentstoevaluatethecurrentEnglishclassroomandtheteachers’teachingways.Thequestionnaireexplaintherequirementsforcompletingthequestionnaire.AfterthequestionnaireontheEnglishclassroomteachingassessmentonmiddleschoolwasdistributedtothestudentsinlateJanuary2020,andthereare80studentsfromtwofreshhighschoolclassesinChangzhiNo.17middleschoolparticipatedinthequestionnairesurvey.3.3DataCollectionandDataAnalysisFromJanuary21to31,2020,80questionnairesweresenttostudentsthroughInternet.Among80questionnaires,80questionnairesarevivid.Thedataofquestionnairefromthefollowingtwoaspects.Table3-1mainlydiscussesstudents’assessmenttocurrentEnglishclassroominseniorhighschool.Table3-2mainlydiscussestheassessmenttoteacher’steaching.Table3-1AssessmenttocurrentEnglishclassroomQuestion1:A.B.C.D.18%46%31%5%Question2:A.B.C.62.5%23.75%13.75%Question3:A.B.C.D.17.5%33.75%47.5%1.25%Question4:A.B.C.D.51.25%24.25%20%4.5%Question5:A.B.C.D.25%40%20%15%FromTable3-1,wecanseethattherearesomedeficienciesinthecurrentEnglishclassroom.Foratmosphere,only18%ofthestudentsthinktheyarebetter,but46%ofthestudentsthinkthattheyarestillnotveryactive,therealsohavemorethan30%ofthestudentsindicatethattheyaregeneral,somestudentsevenfeelthatthetheyarecompletelyinactive.AsfortheeffectofEnglishclassroomteaching,47.5%ofthestudentsthinkitachievesageneraleffect,andonly17.5%ofthestudentsthinkitisgood.Wealsocanseetherealsohavesomeadvantages.Inteaching,40%ofthestudentsthinktheteacheruseEnglishwheneverpossible,butstill15%ofthestudentsthinktheteachersuseChinesemorethanEnglish.FortheteachingcontentsinEnglishclassroom,morethan60%ofthestudentsthinkthatthekeyanddifficultpointsareprominent,only13.75%ofthestudentsthinktherenoteachingkeypoints.Regardingtheteachers’guidancetothestudentsinclass,morethanhalfofthestudentsthinktheirteachersoftenguidetheirstudyinclass,and20%ofthestudentsthinktheirteachersseldomguidetheirstudyinclass,only4.5%ofthestudentsthinkthattheirteachersneverguidethemintheclassroom.Allinall,inthecurrentEnglishteaching,classroomatmosphereandteachingeffectsshouldbefurtherimproved.Table3-2Assessmenttotheteacher’steachingQuestion1:A.B.C.D.15%45%35%5%Question2:A.B.C.68.5%20.25%11.25%Question3:A.B.C.D.17%38%31.25%13.75%Question4:A.B.C.55%38.75%6.25%Question5:A.B.C.D.15%26.25%56.25%2.5%ThedatainTable3-2showsthatonly15%ofthestudentsthinktheteacher’steachingmethodsarevarious,45%ofthestudentsthinktheteacher’steachingmethodsarenotvarious.Asforteachers’teachingactivities,only17%ofthestudentsthinktheteacher’steachingactivitiesarecloselyconnectedwiththereallife,nearly40%ofthestudentsthinkthattheteachingactivitiessetbytheteacherarebasicallydetachedfromthereallife.Morethan50%ofthestudentsthinktheformofexercisedesignissingle,only15%ofthestudentsthinkthatteachers’exercisedesignsarestrongtargetedandhavediverseforms.However,68.5%ofthestudentsthinkclassroomquestionscaninspirethemandmaketheclassmoreinteresting,still11.25%ofthestudentsthinktheteachers’questioninginclassisonlyasameansofinspection.Asforthetrainingofstudents’oralEnglish,55%ofthestudentsthinktheirteachersfocusonthecultivatingoftheirspokenlanguage.Onthewhole,intheassessmenttotheteacher’steaching,thereshouldhavesomeimprovementsinteacher’steachingmethods,teachingactivitiesandexercisedesigns.3.4SurveyResultsAccordingtotheresultsofthequestionnaire,inEnglishclassroom,theteachingcontentsareprominent（62.5%ofthestudentsthinktheteachingcontentsareprominentinEnglishclassroomteaching）,andteachersattachgreatimportancetotheinstructionofthestudents（morethan50%ofthestudentsthinktheirteacheroftenguidestudents）.TeachersalsotrytouseEnglishmoreandmoreinclassroomteaching（comparedtotheprevioussituation,now40%ofthestudentsthinktheirteacherusemoreEnglishinsteadofChinese,even25%ofthestudentsthinkthattheirteachersuseEnglishimmersioneducation）,itisveryusefultostrengthenstudents’learningability.Asforteacher’squestioningsinclass,68.5%ofthestudentsthinkthequestionsinclasscaninspirethemandmaketheclassinteresting.55%ofthestudentsthinkteachersfocusonthetrainingoftheiroralEnglish.Intheseways,studentscangetmoreopportunitiestoimprovethemselves,theycanmasterproficientskillsoforalEnglish,thenstrengthenthemselvesfurther.Meanwhile,thequestionnairealsorevealedsomepuzzles.Fromabovetables,wecanseethatonly15%ofthestudentsthinktheclassroomatmosphereisactive,itindicatesthatstudents’initiativeisnothigh.17.5%ofthestudentsthinktheteachingeffectisgoodandonly17.5%ofthestudentsthinkteachingactivitiesclosetotherealityoflife.Asfortheteacher’sexercisedesigns,only15%ofthestudentsthinkthattheyarestrongtargetedandhavediverseforms.ThesephenomenashowthatthedeficiencyofEnglishclassroomassessment,classroomteachingassessmentneedsfurtherimprovement.Withthecontinuousupdateofthestandards,thereisnofixedmodelfortheassessmentofEnglishclassroomteaching.Inteachingassessment,teachers’“teaching”andstudents’“l(fā)earning”shouldbecombinedtostrivetodiversifytheevaluationsubjects,evaluationobjectsandevaluationcontents.SuggestionstoImproveMiddleSchoolEnglishClassroomTeachingAssessmentClassroomteachingassessmentisoneofthecrucialfactorsofeducationassessment.Throughclassroomassessment,itcanhelpstudentsformthecorrectconcept,trulyrealizethestatusofstudentsintheclassroom,andalsohelptoformabenigninteractiveteachingprocess.Therefore,basedonthebackgroundofthecurriculumreform,exploringwaystoimproveclassroomteachingassessmentisatoppriority.InEnglishteaching,theevaluationactivitiesshouldbediversified.Forteachingactivities,teachersshouldsetthemclosetotherealityoflife.Englishlearningisnotapassiveacceptanceprocess,itrequiresstudentstoactivelyexplore,activelydevelop,andactivelylearn.Inteaching,iftheevaluationformistoosimpleandtheteacherdoesnotsetupactivitiesfromtheperspectiveofstudents,thenthisclasswillloseitsmeaning.Teachersshouldendeavortosetupdifferentformsofevaluationactivities,suchasgroupmemberevaluation,peerevaluationatthesametable,andclassmatestoscoretheclassetc.,todrivestudents’enthusiasm.（2）InEnglishteaching,theevaluationcontentshouldbediversified.Comparedwithothersubjects,Englishhasnogoodlanguagefoundation,sostudentswillencountersomedifficultiesintheprocessofEnglishLearning.Inordertochangethissituation,theassessmentofstudentsshouldtakevarietiesevaluationwaystoarousetheirinterestinEnglishlearning.Intermsoftextbooks,thecriterionforevaluatingwhetherstudentsstudywellshouldnotbetheirscores,buttheirabilitytocomprehensivelyuseEnglishknowledgeandwhethertheyhavelearnedotherknowledgefrombooks.Fromtheperspectiveofteaching,weshouldconcentrateonwhatkindofstudentstotrain,studentswithhighscoresbutlowabilityorstrongsurvivalability...Therefore,teachersshouldconsiderstudentsfrommanyaspects,notjustscores.（3）InEnglishteaching,theevaluationsubjectsshouldbediversified.Thenewcurriculumrequiresthattheevaluationofstudentsshouldhighlightthesubjectstatusofstudents.Teachersshouldlearntousediversifiedwaystoevaluatestudents’Englishlearningsoastohighlightthesubjectstatusofstudents.Inthepast,therewasnoobjectivestandardforteacherstoevaluatestudents.Weneedtoknowclearlythatassessmentinteachingisnotjustaboutteachers,itshouldgivefullplaytostudents’evaluationrights,andactivelyadvocatewayssuchasstudents’ownevaluationorpeerevaluation,sothatstudentscanactivelyparticipateintheassessment,andletassessmentbecomeaprocessofself-reflectionandself-development.（4）InEnglishteaching,theevaluationmethodsshouldbediversified.Inteaching,teachersshouldcombinemouthmovementsandexpressionstoformtheirownteachingcharacteristics.Intheteachingprocess,themainwayofinteractionisverbalinteraction.WhenforeignersspeakEnglish,theypayspecialattentiontobodylanguage.Teacherscanalsolearnfromthemandapplytheminclass.InEnglishclass,oralevaluationisthemostpracticalandcanmeettheteachingneeds.Inaddition,thewrittenevaluation,theevaluationofthestudents’homework,theevaluationofthestudents’work,theevaluationofstudents’learningbehaviorcanalsoplaygoodeffect.Teachersshouldmakeproperuseofthesemeansinteaching,throughingeniousteachingassessment,soastodevelopstudents’intelligence.ConclusionThesefindingsareusefulforEnglisheducatorstounderstand,analyzeandguidestudents’assessmentofEnglishclassroomteaching.ImplicationsTherearefrequentexchangesbetweenteachersandstudents,theteacherscantrulyexplore,learnandthinkwithstudents,changethemainstatusofteachersintraditionalteachingmode,andletthestudentsreallyparticipateinclassroomassessment,soastoachievethebettercooperationofteachersandstudents.Itisbeneficialtoimproveteachers’professionalquality.Thenewcurriculumputsforwardnewrequirementsforteachers.Forexample,teachersshouldtransformtheireducationalconcept,constantlyimprovetheirownteachingefficiency...Inordertofollowtherequirementsofthestandards,teachersmustkeeplearning,constantlyupdatetheirteachingconcepts,andtakeadvantageofmodernteachingtechnology,implementmoreeffectiveclassroomteaching.Atthesametime,teachersmustalwaysreflectontheirownteaching,trytoformtheirownteachingminds,betteradapttothenewrequirements.LimitationsandsuggestionsTheassessmentofEnglishclassroomteachinghasaninfluenceoneducationassessment.Throughtheinvestigationofthejun