同伴互评模式在初中英语写作中的应用研究

发布时间：2018-11-07 15:16

【摘要】：回顾语言教学和写作教学研究过去的二三十年,人们对于小组合作学习的讨论也越来越多。过程写作法的拥护者们主张交际教学法下的以学习者为中心的理念,他们同样坚信同伴合作活动的优势性。这两者都能在二语写作课堂中扩大学生作文的读者群,同时提供给学生一个有利、促进性的学习环境,这样的优势使得同伴互评模式成为一种常见的写作教学法。在同伴互评活动中,学生通过合作提供给另外的学生的习作书面或者口头上的反馈,这一过程一般需要多稿完成。现有的同伴互评的研究多针对高等院校学生或高中阶段学生,而面向初中学生的研究则较少。因此,本文基于此出发点,探究同伴互评模式在初中八年级写作教学应用中的有效性,能否提高学生的写作能力,以及学生对同伴互评模式的情感态度。本研究在八年级两个平行班中开展,控制班使用传统的教师反馈写作教学法,而实验班则采用同伴互评反馈写作教学法,实验班将学生按随机分组的方式进行实验。实验为期一个学期,在实验前后分别进行学生作文成绩前测、后测以及调查问卷前测、后测。数据收集结束通过SPSS22统计软件对实验所有数据进行分析。实验成果证明表明,同伴互评模式教学能提高学生的作文成绩,而且与传统教师反馈模式教学比拟,学生写作提高幅度鲜明。此外,学生对同伴互评模式接受程度良好,在合作过程中,学生收获了合作精神,降低了写作焦虑,提高了写作能力。由此可见,同伴互评在初中阶段的二语写作课堂具有可行性,但这种反馈形式始终无法替代教师反馈模式,所以教师应在实际教学过程中将二者有机结合。
[Abstract]:In the past 20 or 30 years, there has been more and more discussion on cooperative group learning in language teaching and writing teaching. Proponents of process writing approach advocate the learner-centered concept of communicative approach, and they also believe in the superiority of peer cooperative activities. Both of them can expand the readership of students' compositions in the second language writing class and provide a favorable and facilitating learning environment for students. This advantage makes peer evaluation model a common teaching method of writing. In peer review activities, students provide written or oral feedback to other students through collaboration, which is usually done in multiple manuscripts. The current peer review studies are mostly aimed at the students in institutions of higher learning or senior high school students, while the research on junior middle school students is less. Therefore, based on this starting point, this paper explores the effectiveness of peer evaluation model in the application of writing teaching in the eighth grade of junior high school, whether it can improve students' writing ability and their emotional attitude towards peer evaluation model. This study was carried out in two parallel classes of grade eight. The control class used the traditional teacher feedback writing method, while the experimental class adopted peer feedback writing method. The experimental class conducted the experiment in random groups. The experiment lasted for one semester. Before and after the experiment, the students' composition scores were tested before and after the test, and the questionnaires were tested before and after the test. At the end of data collection, all the experimental data were analyzed by SPSS22 statistical software. The experimental results show that the peer evaluation model can improve the students' composition scores, and compared with the traditional teacher feedback teaching, the students' writing can be improved by a sharp margin. In addition, the students' acceptance of peer evaluation model is good. In the process of cooperation, students gain cooperative spirit, reduce writing anxiety and improve their writing ability. From this we can see that peer evaluation is feasible in the second language writing classroom in junior middle school, but this form of feedback can not replace the feedback mode of teachers all the time, so teachers should combine them organically in the actual teaching process.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】