课堂同伴互评模型与应用研究

发布时间：2018-02-25 16:41

本文关键词： 同伴互评过程教学法英语写作　出处：《华中师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：同伴互评是学习者之间进行互相批阅彼此作业的一种学习方式,在这个过程中,学习者既是评阅人,又是被评阅人。研究表明,这种批阅形式可以激发学习者的学习兴趣,充分调动其学习积极性,进而提高学习者的学习效果。这将使得课堂从以“教”为中心向以“学”为中心转化,最终使得学习者具备主体地位,真正实现“将课堂交给学生”。本文的研究内容包括:第一,构建信息化环境下课堂同伴互评模型。第二,探究该模型对“学生之学”和“教师之教”的影响,接受同学和老师提出的建议。本研究将课堂同伴互评模型应用到初中一年级的英语写作教学中,主要包括以下四点内容:(1)探究该模型的应用效果;(2)探究该模型对学生写作综合能力的影响;(3)探究该模型对学生作文成绩的影响;(4)实现对教师教学的反馈和建议。本研究采用对比实验法,针对对照组与实验组进行不同的写作训练。其中,对照组采用教师批阅的方式进行写作训练,实验组采用同伴互评的方式进行写作训练。实验过程经历了实验前测、问卷前测、实验后测、问卷后测、访谈等阶段,并且使用SPSS19.0统计分析软件针对实验中的问卷与成绩数据进行横向与纵向分析。结果显示:所有受测学生均赞同“同伴互评能够帮助自己的英语写作”,同伴互评完全能够起到相当于教师批改的效果。学生提出的修改意见中有89.31%属于合理意见,同时85.53%的修改意见得到了正确的利用,这说明学生能够在互评训练中掌握评价同伴作文的能力。师生访谈结果表明,同伴互评使得课堂气氛明显活跃,主动学习的方式在学生中反响强烈,学生对待英语写作的态度更加认真。这一结论也验证了很多同伴互评研究者的研究结果。此外,非常值得注意的是,因为课堂纪律和课堂时间这两个因素会对同伴互评的结果造成影响,所以教师在此过程中有必要担任指导者和监督者的角色。因此,将同伴互评引入英语课堂教学中,让学生们有相互评价和讨论作文的机会,这对于“教师之教”和“学生之学”来说都具有积极的促进作用。
[Abstract]:Peer review is a way of learning between learners to read each other's homework. In this process, learners are both reviewers and reviewers. Studies have shown that this form of review can stimulate learners' interest in learning. It will make the classroom change from "teaching" to "learning", and finally make learners have the status of subject. The main contents of this paper are as follows: first, to build a peer evaluation model in the information environment. Secondly, to explore the influence of the model on students' learning and teachers' teaching. The present study applies the peer assessment model to the teaching of English writing in the first grade of junior high school. This paper mainly includes the following four points: 1) to explore the application effect of the model 2) to explore the influence of the model on the students' comprehensive ability of writing 3) to explore the influence of the model on the students' composition achievement 4) to realize the feedback and suggestions to the teachers' teaching. In this study, the method of comparative experiment was used. For the control group and the experimental group, different writing training was carried out. Among them, the control group adopted the method of teacher review for writing training, and the experimental group used peer evaluation for writing training. After experiment, questionnaire, interview and so on, The results show that all the tested students agree that peer evaluation can help their English writing. It can have the same effect as the teacher's correction. 89.31% of the modification opinions put forward by the students are reasonable. At the same time, the revised opinion of 85.53% has been used correctly, which shows that students can master the ability of evaluating peer composition in the training of mutual evaluation. The results of the interview between teachers and students show that peer evaluation makes the classroom atmosphere obviously active. Active learning has a strong response among students and students take English writing more seriously. This conclusion also confirms the findings of many peer review researchers. In addition, it is worth noting that, Since classroom discipline and classroom time can affect the results of peer reviews, it is necessary for teachers to act as mentors and supervisors in the process. Students are given the opportunity to evaluate and discuss their compositions, which has a positive effect on both teacher teaching and student learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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