同伴互评在高中英语写作中应用现状的调查研究

发布时间：2018-02-26 01:10

本文关键词： 同伴互评高中英语写作写作教学态度　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近些年来,以学生为中心的教学模式逐渐取代了以教师为中心的传统教学模式,同伴互评作为高中英语写作教学的方法之一,充分体现了学生为主体的教学理念。然而,对于同伴互评的应用并没有统一的步骤、原则或标准,教师根据自己的理解自行实施。所以,同伴互评在高中英语教学中的应用现状非常有必要进行研究分析。本文以最近发展区理论和合作学习理论为基础,选取吉林省某高中的240位学生为研究对象,采用问卷调查,访谈和文本分析的研究方法,试图调查研究同伴互评在高中英语写作教学中的应用现状,旨在为英语教师的写作教学提供一些参考。笔者对学生进行问卷调查和访谈的方法研究其对同伴互评的态度,并应用SPSS数据分析软件,将学优生与学困生的态度数据进行对比分析。在分析同伴互评稿的基础上,笔者总结出了同伴互评中学生在评语以及修改方面的关注点。通过对学生同伴互评稿以及自我修改稿的比较,分析了同学对同伴互评的采纳情况及同伴互评的有效性。研究结果发现,从整体上看,学生对同伴互评持有较高的积极态度,学优生与学困生在小组讨论活动的态度上存在显著的差异。在评语方面,学生更加关注字迹是否工整,以及语言是否流畅并无语法错误。在作文修改方面,学生针对词汇修改数量最多,语法的修改数量其次。虽然大部分的错误经过同伴互评能够得到改正,但仍然存在错改、删除、未改。若想更好应用同伴互评,仍需加强教师对学生的指导。本研究证实了在高中英语写作教学中应用同伴互评的价值,并根据研究结果提出了教学建议。
[Abstract]:In recent years, the student-centered teaching model has gradually replaced the traditional teacher-centered teaching model. Peer evaluation, as one of the teaching methods of high school English writing, fully embodies the student-centered teaching concept. There are no uniform steps, principles, or standards for the application of peer reviews, and teachers implement them according to their own understanding. Based on the theory of proximal development area and cooperative learning theory, 240 students from a senior high school in Jilin Province are selected as the research objects, and a questionnaire survey is conducted. The research methods of interview and text analysis attempt to investigate the application of peer evaluation in high school English writing teaching. The purpose of this paper is to provide some references for the teaching of English teachers' writing. The author conducts a questionnaire survey and interviews with the students to study their attitudes towards peer evaluation, and applies SPSS data analysis software. The attitude data of the excellent students and the students with learning difficulties are compared and analyzed. The author summarizes the concerns of peer peer review in the evaluation and revision of middle school students. Through the comparison of peer review and self-revision, This paper analyzes the students' acceptance of peer evaluation and the effectiveness of peer mutual evaluation. The results show that students have a high positive attitude towards peer mutual assessment on the whole. There are significant differences in attitude of group discussion between gifted students and students with learning difficulties. In comments, students pay more attention to whether the handwriting is neat and whether the language is fluent without grammatical errors. Most of the errors can be corrected by peer peer review, but there are still errors, deletions, and no changes. It is still necessary to strengthen teachers' guidance to students. This study confirms the value of peer evaluation in senior high school English writing teaching, and puts forward some teaching suggestions based on the results of the study.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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