| Acknowledgement | 第1-4页 |
| Abstract in Chinese | 第4-6页 |
| Abstract in English | 第6-9页 |
| Chapter 1 Introduction | 第9-18页 |
| ·Theoretical Basis | 第9-11页 |
| ·An Overview of Evaluation Home and Abroad | 第11-14页 |
| ·The Significance of the Present Study | 第14-16页 |
| ·The Framework of the Thesis | 第16-18页 |
| Chapter 2 Classroom-based Evaluation in Junior English Teaching | 第18-22页 |
| ·General Types of Evaluation | 第18-19页 |
| ·A Comparison of Summative Evaluation and Formative Evaluation | 第19-22页 |
| Chapter 3 Formative Evaluation and Self-access | 第22-29页 |
| ·What is self-access? | 第22-24页 |
| ·What is the link between self-access and metacognitive strategies? | 第24-25页 |
| ·What does formative evaluation provide self-access with? | 第25-27页 |
| ·A Diagram of Link between Formative Evaluation and Self-access | 第27-29页 |
| Chapter 4 A Study of Formative Evaluation and Manifestation of Self-access | 第29-41页 |
| ·Basic Principles | 第29-30页 |
| ·Forms of Formative Evaluation and Data Analysis | 第30-41页 |
| ·Questionnaires about Self-access | 第30-35页 |
| ·English Learning Contract | 第35-36页 |
| ·English Class Oral Presentation | 第36-38页 |
| ·Software Making | 第38-41页 |
| Chapter 5 Conclusion | 第41-47页 |
| ·Integrating teaching, learning and evaluation into an integral part | 第42-43页 |
| ·Improving the quality of formative evaluation | 第43-45页 |
| ·Constructing ethical standards | 第45页 |
| ·Improving teachers’qualities | 第45-47页 |
| Bibliography | 第47-49页 |
| Appendix | 第49-58页 |
