近年来，随着英语教学中评价体系的改革，评价主体多元化得到了更多学者及教师的重视，评价从过去的以教师、考试等为主导的单一、终结性评价逐步向以多元主体为主的形成性评价，且学生在评价中发挥的作用更加得到强调。但在国内，将学生自评真正应用于课堂教学中仍然尚未得到普遍性的实践。

为全面了解学生自评的效果及差异，本研究以成都双流中学高一年级两个班级中100名学生作为研究对象开展了一个对比研究。首先，被试者参与了英语阅读能力测试，笔者使用SPSS对测试结果进行分析，证明两个班级在前测时不存在显著性差异。其次，笔者在4次英语阅读课后向实验班发放了自我评价表帮助学生进行自评。在实验结束后，实验班和控制班的学生再次进行英语阅读能力测试，其测试成绩将用于SPSS分析。同时，笔者根据第一次英语阅读成绩将学生分为高、中、低三个阅读能力水平组，并随机从每个组中抽取三名学生进行采访，调查其对将自我评价表应用于英语阅读课中的观点意见、接受度和适应性。

基于定量及定性分析，本研究发现：

自我评价表在英语阅读课中的的使用有利于提高学生英语阅读能力；

中高英语阅读能力水平的学生对自我评价表在英语阅读课中的应用有更强的适应性及接受度。

基于以上结果，本研究还进一步提出了相应的研究启示，即教师应该熟悉自评表中的具体表述，并充分利用这些表述，有针对性地提高学生的英语阅读能力和自评的准确性。在最后，本研究反思了研究过程中的局限性和不足。

In recent years, with the reform of the assessment system in English teaching, more scholars and teachers have attached importance to the diversification of assessment system. The assessment has gradually changed from single and terminal assessment dominated by teachers and examinations in the past to formative assessment dominated by multiple subjects, and the role of students in the assessment has been emphasized more. However, the application of students’ self-assessment in classroom teaching is still not universal in China.

In order to fully understand the effects and differences of students' self-assessment, this study conducted a comparative study on 100 students from two classes of senior one in Chengdu Shuangliu Middle School. First, the subjects are required to participate in the English reading ability test. The author used SPSS to analyze the test results to prove that there was no significant difference between the two classes in the pre-test. Secondly, the author distributed a self-assessment table to the experimental class after four English reading classes to help the students self-assess. After the experiment, the students in the experimental class and the control class were tested again on their English reading ability. The author also used SPSS to analyze the test results. At the same time, the author selected three groups of students with high reading ability, medium reading ability and low reading ability according to their first English reading scores, and randomly selected three students from each group for interview to investigate their opinions, acceptance and adaptability of applying self-assessment table to English reading class.

Based on quantitative and qualitative analysis, this study found that:

The use of self-assessment table in English reading class is conducive to improving students' English reading ability;

Students with high and medium English reading ability have stronger adaptability and acceptance to the application of self-assessment table in English reading class.

Based on the above results, this study further proposed the corresponding pedagogical and theoretical enlightenment, and also reflected on the limitations and deficiencies of this study.