基于同伴互评反馈机制的高中英语写作教学实证研究

发布时间：2018-06-13 00:23

本文选题：同伴互评 + 英语写作　；参考：《苏州大学》2015年硕士论文

【摘要】：英语写作能力是衡量英语学习能力和英语教学水平的重要指标。目前,高中英语写作教学依然采用的是传统的成果写作法,效果不尽人意。同伴互评作为过程写作法的重要环节之一,被广泛应用于高校的英语写作教学中,其有效性和可行性得到了很多学者的验证和认可。本文试图将同伴互评运用到高中英语写作教学中,以探索基于同伴互评反馈机制的写作教学模式,提高高中英语写作教学的水平,进而促进学生英语写作能力的提高。本论文着重研究以下几个问题:1.高中生对英语写作教学中同伴互评的态度如何?2.同伴互评反馈机制能否有效促进高中生英语写作水平的提高?如果能,主要体现在哪些方面?3.不同水平的学生在同伴互评活动中的获益情况是否有所不同?本研究采用定量研究与定性研究相结合,实验法及问卷调查为主,访谈法为辅来收集相关数据。对定量研究数据的处理主要采用SPSS17.0进行统计分析,对定性研究的结果进行归纳总结,所得的研究结果如下:1.绝大部分高中生对同伴互评持肯定的态度。2.同伴互评反馈机制能有效促进学生的英语写作水平,有助于充实学生的写作内容,发现并修改拼写、语法、句法等写作细节方面的错误,但有关语篇结构及连贯性等深层次的问题,还需要靠教师反馈来指导学生进行修改。3.不同水平的学生在同伴互评中收益略有不同。中间组学生的英语写作成绩提高最为显著,高分组和低分组学生的写作成绩也有一定的提高,但效果不明显。本研究对高中英语写作教学的启示是:在高中英语写作教学中,教师评阅为主,同伴反馈为辅的反馈方式更具可行性。另外,由于高中生的水平有限,自控能力不强,在同伴互评活动中教师应扮演好组织者、引导者及监督者的角色。
[Abstract]:English writing ability is an important index to measure English learning ability and English teaching level. At present, the teaching of English writing in senior high school still adopts the traditional method of achievement writing, and the effect is unsatisfactory. Peer evaluation, as one of the most important aspects of process writing, has been widely used in the teaching of English writing in colleges and universities, and its validity and feasibility have been verified and recognized by many scholars. This paper attempts to apply peer review to senior high school English writing teaching in order to explore the writing teaching model based on peer feedback mechanism to improve the level of senior high school English writing teaching and promote students' English writing ability. This paper focuses on the following questions: 1. What is the attitude of senior high school students towards peer evaluation in English writing teaching? Can peer feedback mechanism promote the improvement of senior high school students' English writing proficiency? If so, what are the main aspects? Do students at different levels benefit from peer review activities differently? In this study, quantitative and qualitative studies were combined, the experimental method and questionnaire survey were mainly used, and the interview method was used to collect the relevant data. SPSS 17.0 was used for statistical analysis of quantitative research data, and the results of qualitative research were summarized as follows: 1. 1. The majority of high school students have a positive attitude toward peer evaluation. Peer feedback mechanism can effectively promote students' English writing proficiency, help them to enrich their writing content, and find and correct the errors in writing details, such as spelling, grammar, syntax and so on. However, teachers' feedback should be used to guide students to modify the text structure and coherence. Students at different levels have slightly different returns in peer reviews. The students in the middle group had the most significant improvement in English writing scores, and the writing scores of the high score group and the low group students were also improved to some extent, but the effect was not obvious. The implications of this study for senior high school English writing teaching are as follows: in senior high school English writing teaching, teacher feedback is more feasible, and peer feedback is more feasible. In addition, due to the limited level of high school students, the ability of self-control is not strong, teachers should play the role of organizer, guide and supervisor in peer evaluation activities.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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