高中生英语写作学习中同伴互评与自我评价的实效性研究

发布时间：2018-10-10 14:56

【摘要】：在高中英语学习中,写作技能是语言技能的重要组成部分。写作不仅在高中英语学习中占有重要地位,而且在大学英语学习中也占有重要地位。所以,如何在高中阶段打好写作基础,找出适合自己的写作评价方式,有效提高自身写作水平,对未来的英语学习至关重要。在我国的传统教育中,英语写作教学中一直采用的是教师评价模式。这种模式是教师布置写作内容-学生完成写作-教师批改作文-作文发还给学生。该模式费时、费力,大部分学生拿到评价后往往也不会认真去分析自己作文中所出现的问题。而新型评价模式：同伴互评模式和自我评价模式是建立在社会文化方法、互动假设、纠正反馈、输出假设、注意假设理论之上的。增加了学生的参与性。本研究通过实验为主通过结合调查问卷的方式,试图打破陈旧单一的写作教学模式,运用自我评价和同伴互评让学生能够积极主动的参与到写作教学中,使英语写作成为一种创造性的活动。本研究主要探讨以下两个问题：(1)在实际英语写作教学中,学生对同伴评价和自我评价模式的结合的态度如何?(2)在实际英语写作教学中,同伴评价和自我评价模式结合对学生写作有何影响?为了回答这两个研究问题,作者在南京市金陵中学高一年级两个班中选取91名学生作为实验对象。基于文献综述、写作任务、问卷调查和访谈,作者采用了新的评价模式,同伴评价和自我评价的组合模式。它包含了同伴评价和自我评价。这种新的一体化评价模式在整个实验中被证明是有效的。本实验研究方法采用文献研究法、表格分析法、问卷调查法、访谈法及SPSS统计分析法。主要研究结果可以概括为以下两点：1)使用同伴评价和自我评价两种方式组合的班级的学生能接受这种结合评价方式,而且对这种结合评价方式兴趣更高。80.50%的学生同意“我喜欢同伴互评和自我评价的结合模式”。52.17%的学生非常同意“我希望老师继续使用同伴互评和自我评价的结合模式”。从这些数据,我们可以得出结论大多数学生都赞成这种方法。同伴评价和自我评价的结合使用,不仅能提升他们的写作水平,而且还改变了他们的写作习惯,并且在该研究结束之后还能逐步提升他们的写作。2)使用同伴评价和自我评价两种评价方式结合的学生进步明显受益更多。写作评价五方面(内容,组织,词汇,语法和结构)的P值均小于0.05,这说明同伴互评和自我评价班级的学生写作水平得到了很大提升。同伴互评和自我评价的结合模式也极大的提升了课堂氛围,提高了学生互相帮助的精神,也提升了他们的英语写作积极性。尽管本研究能让教师在写作教学的一些启示,但它也有一些局限。作者在最后提出了对未来研究的建议。
[Abstract]:In high school English learning, writing skills are an important part of language skills. Writing plays an important role not only in high school English learning, but also in college English learning. Therefore, how to lay a good foundation of writing in senior middle school, find out suitable writing evaluation methods, and effectively improve their own writing level is of great importance to the future English learning. In the traditional education of our country, the teacher evaluation mode has been used in the teaching of English writing. The model is that the teacher arranges the writing content-the students finish the writing-the teacher corrects the composition-the composition is returned to the students. This model is time-consuming and laborious, and most students do not analyze the problems in their compositions seriously after they get the evaluation. The new evaluation model: peer evaluation model and self-evaluation model are based on sociocultural methods, interactive assumptions, corrective feedback, output assumptions, and attention hypothesis theory. The participation of students is increased. Through experiments and questionnaires, this study attempts to break the old and single teaching mode of writing, and use self-evaluation and peer evaluation to enable students to actively participate in the teaching of writing. Make English writing a creative activity. This study focuses on the following two questions: (1) what are the students' attitudes towards the combination of peer evaluation and self-evaluation in practical English writing teaching? (2) in practical English writing teaching; How does the combination of peer evaluation and self-evaluation affect students' writing? In order to answer these two questions, the author selected 91 students from two classes of grade one in Jinling Middle School in Nanjing. Based on literature review, writing tasks, questionnaires and interviews, the author adopts a new evaluation model, a combination of peer evaluation and self-evaluation. It includes peer evaluation and self-evaluation. This new integrated evaluation model has proved to be effective throughout the experiment. The methods of this experiment were literature research, table analysis, questionnaire survey, interview and SPSS statistical analysis. The main results can be summarized as follows: 1) students who use peer evaluation and self-evaluation can accept the combination evaluation. 80.50% of the students agree that "I like the combination of peer evaluation and self-evaluation". 52.17% of the students agree with "I hope teachers will continue to use the combination of peer evaluation and self-evaluation". From these data, we can conclude that most students are in favor of this method. The combination of peer evaluation and self-evaluation can not only improve their writing skills, but also change their writing habits. And after the study, they can gradually improve their writing. 2) the students who use peer evaluation and self-evaluation can benefit more from their progress. The P values of the five aspects (content, organization, vocabulary, grammar and structure) of writing evaluation are all less than 0.05, which indicates that the writing level of peer evaluation and self-evaluation classes has been greatly improved. The combination of peer evaluation and self-evaluation greatly improves the classroom atmosphere, improves the students' spirit of helping each other, and promotes their English writing enthusiasm. Although this study can enlighten teachers in writing teaching, it also has some limitations. In the end, the author puts forward some suggestions for future research.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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