小组同伴反馈应用于高中英语写作教学的实验研究

发布时间：2018-04-05 10:56

本文选题：英语写作　切入点：同伴反馈　出处：《河北师范大学》2017年硕士论文

【摘要】：写作是英语四项基本语言技能中较难掌握的一项,体现英语学习者的表达能力和思维能力。近年来,随着国内外英语教学方法的不断发展,一系列英语写作教学法已逐步形成,同伴反馈理论在英语写作教学中的应用得到国内外学者们的普遍关注和重视。研究发现,最近十几年的关于同伴反馈的研究大多数是在二语(ESL)环境下展开的,国内的相关研究比较少。并且大多数同伴反馈方面的研究对象为大学生,以高中生作为为受试的实验研究相对较少。写作在我国高中英语教学中一直是一个薄弱环节,教学双方都感到困难。长期以来,英语书面表达都是英语考试中分数最高的主观类试题,鉴于此,难度总是难以把握,分数悬殊较大。虽然近年来,一直倡导教学改革,但是在高中英语写作教学中,教师对写作教学重视不足,学生消极被动地对待写作学习,写作现状不容乐观。因此,寻求能够改变这种现状的方法成为了当前教师们的首要任务。本文尝试探讨用同伴反馈理论来指导高中英语写作教学实践,在高中英语写作教学中,采用小组同伴反馈的方式,并探究此方法能否有效地提高英语写作教学效果。尝试在教学实践中总结出适合高中生的同伴反馈写作教学模式,从而为高中写作教学提供一个有效例证,为高中英语写作教学给予一定的启示与参考。该实验选择来自高一两个平行班的138名学生作为受试,实验班和控制班的学生人数相等均别为69人。实验班将采用小组同伴反馈的方式进行写作教学而控制班则采用传统的结果写作教学法。本次实验的研究工具为问卷,访谈和测试。本研究主要探讨两个问题:1)训练后的小组同伴反馈能否提高学生的英语写作的兴趣?2)训练后的小组同伴反馈能否提高学生的英语写作的能力?研究结果表明:1)大部分高中学生对同伴反馈持肯定态度。小组同伴反馈在高中英语写作教学中的应用提高了学生们的写作兴趣。2)小组同伴反馈在一定程度上提高了学生们的英语写作能力。基于以上研究结果,研究者对今后的英语写作教学提出了一些建议:首先,写作能力需要一步步培养,实验时间能更好地保证实验结果的可信度。因此,在今后的研究中应该延长实验的时间。其次,实验的受试需要增加,受试的选择范围有待扩大。本次试验中的受试来自同一高中的两个平行班的学生,且受试人数相对较少,因此在一定程度上影响到了实验结果的代表性。为此,在今后的研究中,研究者可以从不同的地区选择不同年级的学生作为受试。以这样的方式选择受试,实验的效果会更好。
[Abstract]:Writing is one of the four basic English language skills, which embodies English learners' ability of expression and thinking.In recent years, with the continuous development of English teaching methods at home and abroad, a series of English writing teaching methods have been gradually formed. The application of peer feedback theory in English writing teaching has received widespread attention and attention from scholars at home and abroad.It is found that most of the researches on peer feedback in the last decade are carried out in the second language (ESL) environment, but there are few related studies in China.And most of the peer feedback research subjects are college students, high school students as subjects of experimental research is relatively small.Writing has always been a weak link in high school English teaching in China, and both sides find it difficult.For a long time, written expression in English has always been a subjective test with the highest scores. In view of this, the difficulty is always difficult to grasp, and the score gap is wide.Although teaching reform has been advocated in recent years, in the teaching of English writing in senior high school, teachers pay less attention to the teaching of writing, students treat writing learning passively and passively, and the present situation of writing is not optimistic.Therefore, the search for ways to change this status quo has become the primary task of teachers.This paper attempts to use the theory of peer feedback to guide the teaching practice of English writing in senior high school. In the teaching of English writing in senior high school, we adopt the method of group peer feedback, and explore whether this method can effectively improve the teaching effect of English writing.This paper tries to summarize the teaching mode of peer feedback writing for senior high school students in teaching practice, so as to provide an effective example for senior high school writing teaching and provide some enlightenment and reference for senior high school English writing teaching.In this experiment, 138 students from two parallel classes of Senior one were selected as subjects. The number of students in the experimental class and the control class were equal to 69.The experimental class will adopt group peer feedback to teach writing, while the control class will adopt the traditional teaching method of resultant writing.The research tools of this experiment are questionnaire, interview and test.This study focuses on two questions: (1) whether group peer feedback after training can enhance students' interest in English writing? (2) whether group peer feedback after training can improve students' English writing ability?The results show that most high school students have a positive attitude towards peer feedback.The application of group peer feedback in high school English writing teaching improves students' writing interest. 2) Group peer feedback improves students' English writing ability to a certain extent.Based on the above findings, some suggestions are put forward for the future English writing teaching. Firstly, writing ability needs to be cultivated step by step, and the experimental time can better guarantee the credibility of the experimental results.Therefore, the time of the experiment should be prolonged in the future research.Secondly, the experimental subjects need to increase, and the scope of selection needs to be expanded.The participants in this experiment come from two parallel classes in the same high school, and the number of participants is relatively small, so to some extent affect the representativeness of the experimental results.Therefore, in future studies, researchers can choose different grades of students from different regions as subjects.By selecting the subjects in this way, the results of the experiment will be better.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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