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1、English TeachingTest and Quality-orientedEducation Abstract: In many places of our country, the teaching and test ways do not reflect the students actual abilities. This paper will give some ideas to solve problems as fowllowing. In first place, this paper gets the results that the teachers teach wh
2、at is examined and pay attention to train the grammar rules and ignore the students abilities of applying English through the investigation. Then, the paper analyzes quality-oriented education and examination-oriented education and states the features and contents of quality-oriented education in En
3、glish teaching. Furthermore,the paper points out the test disobeys the requirments of quality-oriented education.What is more, the paper analyzes the three ways of checking up the studentsabilities of applying English.That is ,the teachers should change the ways of checking the students study on lis
4、tening, speaking, reading and writing; When the teachers design the test paper,the objective questions , multiple-choice should be reduced and subjective questions should be increased properly;Also, the teachers should not view the marks as a only standard to evaluate the students. These ways play i
5、mportant roles in the practical application. They are related to quality-oriented education closely.Key Words: English teaching test; quality-oriented education; examination-oriented education1. Introduction The teaching test is an important part in English teaching in the middle school. Especially,
6、 in our country, the traditional way that teaching for examination and learning for examination is not helpful to develop the students abilities. After the concept of quality-oriented education was mentioned in our country, people pay attention to these questions. For example, GeBingFang showed meas
7、ures of the quality-oriented education in English teaching. LinWeiGuo and PuRuLan analyzed the quality-oriented education and the system of examination. SunPingHua and LiXiaoYan studied a few ways of Engliah teaching in the middle school. However, the ways may not reflect the quality-oriented educat
8、ion at all.Then, Should we carry out English teaching test? How to carry out English teaching test? What is contained in English teaching test? How to reform English teaching test to fit the demands of quality-oriented education? It is necessary to talk about the ways of English teaching test to ada
9、pt the demands of new situation in order to develop students actual abilities. 1. Research design2.1 Research questionWhat is the situation of English teaching and quality-oriented education? What the students need to do at class? How to carry out English teaching test? With the development of techn
10、ology and society, English becomes a more and more popular language. Nearly 100 million Chinese elementary and secondary school students, apart from English learners from other walks of life, are learning English. (www.syH shows .asp). In the middle school, English is necessary to be learned as a fo
11、reign language. Although the students may get high scores, they can not use the language correctly. They may know the grammar rules, but they do not know how to use it. Even many students are poor in spoken English though they have learned English for several years. What are reasons of the phenomeno
12、n? These questions are noted by more and more people. Owing to the traditional grammar-focused, teacher- centered and test -based classes in China, English is thought to be something dry or a subject similar to any other subject that the students are learning. What the students need to do at class i
13、s only to concentrate their attention on the teachers lessons, which always focus on vocabulary and grammar explanation. Furthermore, the teachers centre on the contents of English teaching test to teach. The traditional paper and pencil language test is often used. Vocabulary and grammar points are
14、 usually examined. It causes that they ignore the uses of English. However, foreign languages are important tools that people use to understand foreign civilizations and communicate with each others in modern times. It is a basic language skill for modern humans. So the purpose of learning English i
15、s to use it. In other word, English should be a tool that people use to communicate. The purpose of English teaching is to help construct an ability of making use of language knowledge and techniques.With reforming of educational system in China, the tendency of quality-oriented education is cared.
16、In order to know about the current situation on English teaching, on the one hand, the paper researches the students English study situation, especially in some small cities like Yuxi; On the other hand, the thesis analysed the examination papers in the NO.4 middle school in Yuxi.2.2 SubjectsThe obj
17、ects which are being investigated in this paper are the junior middle school, Grade2 students in No.4 middle school of Yuxi.This paper gives out 60 pieces of questionnaire to solve the problems.23. The method of investigation The questionnaire is about English teaching and quality-oriented education
18、 and solves these problems, including English teaching ways, grammar practice, students interests about English learning and communicative frequency and so on.2.4 collections of the dataThe result is got by summing up the data. Firstly, 60% teachers are still carrying out the traditional English tea
19、ching way. They often take much time to practice the grammar points but not train the speaking and listening. They are still carrying out the traditional paper and pencil language tests. They are almost carrying out speaking test Secondly,only 21% teachers carrying out modern teaching method as well
20、 as 19% teachers carrying out traditional and modern teaching methods. Thirdly, nearly 20% students think that they are not interested in English and never speaak English, 50% students sometimes communicate in English. Only15% students often communicate with the people fluently in English. Moreover,
21、 from the data, quality-oriented education in No.4 middle school of Yuxi is not carried out well.2.5 The analysis of the dataFigure1.Teaching method A: A: A: Traditional teaching method B: modern teaching method C: Traditional and modern teaching methodsChart1. Frequency of students communicative si
22、tuation1. Always 10% 2.often 15% 3.never 25% 4.sometimes 50%Why the phenomenon does appear? According to the survey, people regard the test is as a standard that select the talented students. It is a mean to check up and evaluate the quality of English teaching. It is viewed as a pattern of English
23、teaching in the middle school. English test is a part in the test. Owing to English is not their mother language and they have not the language surroundings, the students feel English is more difficult and strange than other courses. The students, their parents and teachers both think English test i
24、s very important. Even though they think that English test is a key in the students life. The students hope that they can get a good score in order to not to be scolded by their parents. The parents hope that their children have a high score in order to consider the children have ability of living.
25、The teachers hope that the students have a high score in order to get a good fame. At the same time, the social need the talented people. They both pursue the high scores in the test. The parents and social both add pressure to the teachers. So the teachers research and analyze the papers that have
26、been examined and ask for the students to practice the exercises. They teach the knowledge which will be examined in the test. What will be examined? How to examine? What is the way to examine? These questions affect the strategies and means of English teaching. They center on English test. However,
27、 grammar points are often examined in English test. Therefore, the teachers pay much more attention to teach and do the exercises of the grammar points. They ignore the listening and speaking skills. The students abilities of applying English are poor. 3. English teaching test based on quality-orien
28、ted education In this part, the paper will give a few tentative solutions from three aspects. 3.1 Increasing the subjective problems, reducing the objective problems and the multiple-choice. The teachers should reduce the objective questions, increase subjective questions and the choice question. Ob
29、jective question has the following features Objective questions only examines recognition ability, rather than providing language actual ability (Wuzunmin, 2002). The students may guess the answer. It is difficult for design the question so that the teachers copy the questions which were examined in
30、 the past. The students may do the same exercises many times. The kind of question can not embody their ability. Although the subjective question has a feature, subjective test can examine application of language ability; the test results can provide useful information about language applying (Wuzun
31、min, 2002). Maybe every teacher has their own opinion for a answer. But it is difficult for copying one answer. The students may show their own idea. This kind of question may check up their abilities. It is easy for designing the question. The multiple-choice is a kind of objective question. Compar
32、ing with the other objective question, it is easier than other objective question for the students. Its realness is lower. Because every multiple-choice provides four items to choose. The students have 25 % chance to answer. Sometimes, in the listening comprehension, three items are provides. The st
33、udents have more chances to choose the correct answer. Even they need not to read the questions. They may choose the correct answer (3.2 Connecting the listening, speaking, and reading with writing in the test.Both testing and teaching are so closely interrelated that it is virtually impossible to w
34、ork in either field without being constantly concerned with the other. J.B.Heaton, 2000. After the teachers finished teaching, they often carried out the test in order to urge the students to study hard or check up the effect of teaching and studying. However, whatever the kind of the tests, they sh
35、ould check up the ability that the students use language to communicate. Thus test is beneficial for teaching and studying. How to change the way of English teaching test? English has an important function which is communication. Studying English did not aim to do the examination but to use English
36、to do something. So when the teachers design the test, they should consider the practicality.For example when the teachers train the students listening and speaking skills, they may let students speak after they listen a dialogue or paragraph. In the test, listening and speaking may carry out at the
37、 same time.Sometimes, a short dialogue may check up the students ability. If the students do not understand what the teachers said, they can not answer teachers questions. It demands that the students have essential skill and mental quality. Students need to understand the general idea and item. May
38、be, some students can speak English, but they may not get a good mark. The reason is that they have not a good mental quality. Then, the test of reading is similar to the test of listening. The students may not do the examination paper. After they read the articles and questions, they may speak the
39、answer or idea. For example, the teachers may ask the students to speak the general idea. The students need to understand what the articles write and speak correctly. At the same time the students do not cheat. The teachers may know the students abilities. Additionally, the teachers should choose th
40、e materials which are known well. For example, it may come from the paper, magazine and so on. Besides, when the teachers choose the subject of the writing, they should consider the subject that the students often touch 3.3 Evaluating the students ability The examinations are carried out in order to
41、 know how the students study. Many reasons may affect the students mark. For example, they are tense in the test. The teachers should not judge their ability on an examination. If not, it will attack their confidence. It is not benefit for studying. The teacher should give a score for their show and
42、 encourage the students. They may give a mark for the students attitude on studying and the effect of studying in the studying process. Then they may add the two marks as evaluating the students. It is fair. It may not discourage the students.4. Conclusion This paper analyzes the current situation o
43、f English teaching in Yuxi NO.4 middle school. The important problem is that the English teaching test does not show the studentsactual language abilities. At the same time, it is opposite to the quality-oriented education. So the essential point is to analyze and givesome ideas of carrying out Engl
44、ish teaching test. The first way is to coonect the listening, speaking, reading with writing to test but not set them apart to test. The second way is to increase subjective problems and reduce the objective problems and the multiple-choice. Furthermore, the teachers should not view the marks as a o
45、nly standard to judge students ablilities.therefore, the teachers, parents and students as well as educational department should solve these problems as possible as they can. It may promote the development of the English teaching in the future. ReferencesHeaton, J. B. Writing English Language Tests. M. New edition 英语测试外语教学与研究出版社， 2000.www.chinaembassy.org .in/eng/szyss/qt/t79605htm.www.syH show. asp.www. Zhzx.jjedu org/article/view. asp.武尊民 . 英语测试的理论与实践 .M. 北京：外语教学与研究出版社， 2002
