introduction

The importance of teaching evaluation in English teaching was emphasized, and the problem of evaluation deficiency in current high school English teaching was pointed out, as well as its negative impact on students' learning motivation and output quality. Through teaching practice of reading and writing, the necessity of the evaluation process was emphasized, and it was proposed that teachers should comprehensively use evaluation methods such as teacher feedback, peer evaluation, and self revision to improve students' writing skills and learning outcomes.

theoretical basis

This article introduces the theoretical basis of "teacher-student cooperative evaluation" and emphasizes that it is a new form of output oriented evaluation, aiming to achieve the integration of teaching and evaluation through teacher leadership and student participation, and optimize learning outcomes. The evaluation process is divided into three stages: pre class, in class, and post class. Teachers need to design evaluation focuses and processes, guide students to think independently, communicate and discuss, and conduct self-evaluation and peer evaluation after class. Teachers use a combination of "evaluation" and "teaching" to help students identify and solve problems, internalizing evaluation methods.

practice

This article introduces the practical process of applying "teacher-student cooperative evaluation" to high school English reading continuation teaching, including three stages: pre class preparation, in class implementation, and post class activities. In the pre class preparation stage, teachers select and carefully review typical samples, design evaluation focuses and processes, prepare evaluation materials and exercises. During the in class implementation stage, teachers explain the evaluation objectives and steps to students, present typical samples, guide students to identify problems, explain the evaluation focus, guide students to modify problem samples, and complete exercises. During the after-school activity stage, teachers clarify the after-school tasks, provide evaluation checklists, require students to conduct self-evaluation and peer evaluation, and submit revised drafts. Teachers conduct surveys or spot checks on correction results, summarize post class evaluations, and recommend excellent assignments for students to learn.

conclusion

Emphasis was placed on the effectiveness of the teaching practice of reading continuation based on "teacher-student cooperative evaluation", including the implementation process of three stages: pre class preparation, in class implementation, and post class activities. Through heuristic teaching, students are able to think independently, engage in group and large class discussions, and discover and solve problems. At the same time, it points out the challenges of implementing this teaching model, such as teachers needing to carefully prepare lessons, design classroom activities, and provide timely assistance based on students' levels.