作文是学生应用语言文字，反映客观现实，表达思想感情的活动。作文教学是衡量语文教学水平高低的主要标志，但也一直是语文教学的一个难点，是教师和学生感到头疼的一个问题。本文以小学二年级的写话教学中的形成性评价作为研究的切入点，通过提高形成性评价的有效性来提高学生的写话水平。写话教学中形成性评价是通过教师及时的、连续的反馈与指导明确学生在写话中的长处和不足，使学生明白以后改进和努力的方向，进而促进学生作文能力发展，在整体上提高作文教学的效率。本研究采用行动研究的方法，在北京市一所国际小学二年级13名学生中进行，前后开展了三次写话教学，并在教学中实施包括中心、结构、语言基本功、技巧和创意五项指标的形成性评价，以此论证写作形成性评价的运用对学生作文水平的提高具有显著性的影响。本研究的结论主要如下：一、在写话教学中运用形成性评价可以监测教学过程中的学生写话进展，为学生和教师提供关于学会与否的连续的反馈。二、写话教学中的形成性评价应该包含中心、结构、语言基本功、技巧和创意五项测评指标，并且每次评价分为等级评定和评语两部分，先作等级评定再写评语，为了在引导学生基础上保护学生的写话积极性，等级评定不被学生知晓，而评语则反馈给学生，帮助其修改。三、形成性评价有利于更好地达成写话教学目标，提高写话教学的质量。写话教学总体目标、教学重难点的确立可以参照形成性评价的测评指标和学生的写话水平而定。四、写话教学中的形成性评价要针对学生的不同写话问题作出。单个学生写话出现的单项问题要及时处理，综合问题则应先易后难，而全班普遍性问题则应集中指导。

Writingis an activity by whichstudents practice using words, describe reality and expressingfeelings.Writingteaching is the mostimportant partto assessthe effectivenessofChineseteaching. It is alsoconsideredbystudents andteachers adifficultpartofChineseteaching. Thestudyis aimedatimproving students’ writingbypromotethe effectivenessofformativeassessment.Thepurposeofthis studyis to developstudents’ writingabilityandto improve writingteaching byhelpingstudentsunderstandtheir advantagesanddisadvantagesin writing.Thestudy is anactionresearch, whichevaluatethe effectivenessofformative assessment.Thestudyhappenedin aninternational primaryschoolin Beijing,wherethe researcherconducted132ndgraderstowritethreepassages,andthe teaching implementationincluded "thecenter","structure","languagebasicskills", "techniques"and"creative"five indicators offormativeassessment.Thustheconclusionsofthis studyis mainlyasfollows:Firstly,the indicators offormative assessmentincludes the core,the structure,the basicskills oflanguage, the techniques ofwritingandthe creativity.Theformative assessmentisdividedinto two partseverytime, rating andcomments,whichthe rating is keptbackfromthe students whilethe oralorwrittencommentsarefeedback to them. Therefore,withtheguideofteacher,thestudentscanalsokeeptheirenthusiasmonpassagewriting.Secondly,whenassessingthe students’ passagewriting,teachers shouldstart from theactual situation of the individual students on time, according to the teaching goals andstudents’ levels. Thiswillhelp to makeevery student foster strengths and circumventweaknesses,togetthebestdevelopmentonwriting.Thirdly,the formative assessmentshelpto betterachievethe wholeteaching goalsandpromotethe qualityofteaching. Becausethe wholeaveragegoals,the keypointsandthedifficultpointsofteaching arebasedonthe students’ writinglevels, whichareaccordingto北京师范大学硕士研究生论文IVtheirformativeassessments.Fourthly, the formative assessmentsshould bepertinenceto differentproblemsonpassagewriting.Thesingleproblemin singleworksshouldbesettledtimely, whilethe comprehensiveproblemsshouldbesettledonebyoneandthe easieronesshouldbeworkedoutfirst.Whenthere aregeneralproblemsin thestudents’works,theteachershouldfindoutfirstandconductinthewholeclass.