英语写作慕课同伴互评可行性实证研究

发布时间：2018-02-22 00:02

本文关键词： 写作慕课同伴互评采纳率以修改为导向不以修改为导向　出处：《四川外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：慕课的兴起改变了传统教学的知识传播方式和评估模式,在大规模开放在线教学环境下,一大难题是给上千甚至上万参与课程的学生批改作业。为此,各大在线学习平台如Coursera,Udacity和FutureLearn引入同伴互评机制。但慕课同伴互评的质量饱受诟病,且学术界对慕课的同伴互评实证研究数量微乎其微。同伴互评研究理论包括过程写作理论,合作学习理论,维果斯基的最近发展区理论和互动二语习得理论。本研究旨在调查美国杜克大学“英语写作I”这门写作慕课中学习者对同伴评语的采纳情况及同伴互评对学习者的影响情况。一名本科生和两名研究生参与了为期10周的课程学习,研究数据包括学习者两个单元作业的初稿和终稿,Coursera平台的同伴评语和学习者反思报告,课后问卷调查表和个人访谈。通过文本分析法对比同伴评语和学习者两稿修改之间的差异,追溯修改来源,统计学习者评语采纳率,分析评语不被采纳的原因。研究主要发现如下:1)同伴评语平均长度为242个词,学习者终稿词数平均增加了169个。2)同伴评语被采纳率为60%;学习者51%的修改受到同伴互评的直接影响。3)73%的同伴评语不以修改为导向,其中61%集中在宏观方面的评阅意见;27%以修改为导向的同伴评语直接给出修改意见,其中多见局部和其它方面的修改建议。4)受同伴评语质量、学习者作文质量、学习者对同伴互评的态度、学习者学习背景、学习时间自由度和技术环境等因素的影响,评语采纳率因人因主题而异。问卷调查和访谈数据发现学习者对慕课同伴互评持认可态度,本研究也证实了同伴反馈能增强作者的读者意识,提高学习者的写作积极性,提升综合写作技能尤其体现在内容和结构方面,提高批判性思维能力等。
[Abstract]:The rise of Mudu has changed the traditional teaching methods of knowledge dissemination and evaluation mode. In a large-scale open online teaching environment, one of the major problems is to give thousands or even tens of thousands of students participating in courses to correct their homework. Various online learning platforms such as Coursera- Udacity and FutureLearn introduce peer peer review mechanism. However, the quality of peer peer review is criticized, and the number of peer peer peer review empirical studies in academic circles is very small. Peer peer review theory includes process writing theory. Cooperative learning theory, The purpose of this study is to investigate the learners' acceptance of peer reviews and peer peer reviews in Duke University's English Writing I course. One undergraduate and two graduate students took part in a 10-week course. The data included a first draft of the learner's two-unit assignment and the final draft of the Coursera platform peer review and learner reflection report. After class questionnaire and personal interview. The differences between peer review and learner's revision were compared by text analysis, the source of revision was traced back, and the acceptance rate of learner's comment was counted. The main findings of the study are as follows: 1) the average length of peer reviews is 242 words. The average number of final words increased by 169. 2) the acceptance rate of peer reviews was 600.The revision of learner 51% was directly influenced by peer reviews. 373% of peer reviews were not guided by modification. Among them, 61% of the comments focused on macro aspects (27%) were directly modified by modified peer reviews. Among them, the local and other revision suggestions. 4) received peer review quality and learner composition quality. The influence of learners' attitude to peer review, learners' learning background, learning time freedom and technical environment, etc. The acceptance rate of comments varies from topic to subject. Questionnaire survey and interview data show that learners have a positive attitude towards peer review. This study also proves that peer feedback can enhance the reader's awareness of the author and improve the learners' writing enthusiasm. Improve comprehensive writing skills, especially in terms of content and structure, improve critical thinking ability and so on.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G434

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