Abstract
   
     The new curriculum standards proposed student-centered educational assessment philosophy, focusing on the formative assessment’ impact on students’ development. This paper reviews the concept of the new curriculum standards as a guide. Starting from the theoretical framework of formative assessment to the teaching of English reading at senior high school, it studies the specific construction of formative assessment in English reading teaching at senior high school. Self-assessment, peer-assessment and teacher’s assessment are used in pre-reading, while-reading and post-reading separately to evaluate students’ reading learning to fully reflects the attitude of students to English reading teaching, processes of learning and outcomes of  learning. Formative assessment can help to stimulate and develop student interest in reading, expanding reading knowledge, develop good reading habits and form effective learning strategies, then to encourage students to correctly use assessment tools and the results of assessments in the learning of reading. Meanwhile, formative assessment can also help teachers to adjust teaching content and methods.

Key words: English reading teaching at senior high school; formative assessment;  assessment; theoretical framework; construction; effect        

摘要

     新课程标准提出了以学生为本的教育评价理念，注重形成性评价对学生发展的作用。本文以新课程标准的评价理念为指导，从形成性评价在高中英语阅读教学中理论框架出发，探究了形成性评价在高中中英语阅读教学中的具体构建：通过在阅读前、阅读中和阅读后这三个教学环节中运用学生自评、同伴互评和老师评价等方式来评价学生的阅读学习，全面地反映学生在英语阅读教学中的学习态度，学习过程和学习效果。形成性评价有助于激发和培养学生阅读兴趣，扩大阅读知识面，培养学生养成良好的阅读习惯和形成有效的学习策略，并能促使学生正确地在阅读教学中使用评价手段以及评价结果。同时形成性评价还有助于教师及时调整教学内容与方法。

关键词：高中英语阅读教学；形成性评价；理论框架；构建；效果