同伴互评在初中英语写作中有效性的实证研究
发布时间：2018-10-12 14:05
【摘要】：写作教学是语言教学中的重要一环,它在培养学生的语言综合能力上发挥着不可忽视的作用。然而,提高学生的写作能力却是一个难题。随着同伴互评的引入,众多学者将其运用于英语写作教学,试图证明其有效性,但通过文献回顾发现,以往的同伴互评研究多以大学生和高中生为研究对象,以初中生为对象的研究较少。鉴于此,本文在社会文化理论的指导下,将同伴互评应用于初中英语写作教学,试图回答以下问题:1)同伴互评能提高初中学生英语写作水平吗?对学生英语写作中的内容,语法,结构各有什么影响?2)不同英语写作水平的学生对同伴互评有怎样的态度?为了回答以上问题,本研究以笔者实习中学初二两个班88名同学为研究对象,进行了为期12周的实验研究,每位学生均完成了4次写作练习。实验班先接受同伴互评培训,然后对同伴作文进行修改评定,接着原作者修改完成二稿,并交由教师进行间接性评价后,完成三稿。控制班,实施传统教师写作评价。通过SPSS20.0对前后测数据进行分析,以及问卷和访谈的讨论,本研究主要得出以下结论:1)首先,实验班学生比控制班学生的写作成绩进步大。其次,实验班学生的作文在内容,语法,结构方面都有提高,但语法和内容进步较大,结构进步较小。语法和内容的提高得益于同伴互评的修改以及阅读同伴作文的启发。2)通过问卷和访谈整理,发现高中低水平的学生对同伴互评持积极态度,认为从中有所收获,但是中高水平的学生不认为教师反馈可以代替同伴互评。因此,建议初中英语教师将同伴互评和教师反馈融入英语写作教学,发挥其积极作用,从而提高学生英语写作水平。综上所述,同伴互评对初中学生英语写作有积极作用且有利于指导初中英语写作教学,因此同伴互评可以应用于初中英语写作教学中。
[Abstract]:Writing teaching is an important part of language teaching, which plays an important role in cultivating students' comprehensive language competence. However, improving students' writing ability is a difficult problem. With the introduction of peer review, many scholars have applied it to the teaching of English writing in an attempt to prove its effectiveness. However, through literature review, it is found that most of the previous peer review studies focused on college students and high school students. Junior high school students as the object of research is less. In view of this, under the guidance of social culture theory, this paper applies peer evaluation to junior high school English writing teaching, and tries to answer the following questions: 1) can peer evaluation improve junior high school students' English writing proficiency? What is the effect on the content, grammar and structure of students' English writing? 2) what is the attitude of students with different levels of English writing towards peer evaluation? In order to answer the above questions, 88 students in the second middle school of junior high school were selected for 12 weeks of experimental study. Each student completed four writing exercises. The experimental class first received peer evaluation training, then revised and evaluated the peer composition, and then the original author revised the second draft and handed it over to the teacher for indirect evaluation before completing the third draft. Control class, implement traditional teacher writing evaluation. Through the analysis of pre-and post-test data by SPSS20.0 and the discussion of questionnaires and interviews, the main conclusions of this study are as follows: 1) first of all, the students in the experimental class are better than the students in the control class. Secondly, the composition of the experimental class has been improved in content, grammar and structure, but the grammar and content have been greatly improved, and the structural progress is small. The improvement of grammar and content is due to the revision of peer review and the inspiration of reading peer composition. 2) through questionnaires and interviews, it is found that high school students of low level hold a positive attitude towards peer review and think that there are some gains from it. But middle-and high-level students do not think teacher feedback can replace peer evaluation. Therefore, it is suggested that the junior middle school English teachers should integrate peer assessment and teacher feedback into the teaching of English writing so as to play a positive role in order to improve the students' English writing level. To sum up, peer evaluation plays a positive role in junior high school students' English writing and is helpful to guide junior middle school students' English writing teaching, so peer mutual evaluation can be applied to junior high school English writing teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2266401
[Abstract]:Writing teaching is an important part of language teaching, which plays an important role in cultivating students' comprehensive language competence. However, improving students' writing ability is a difficult problem. With the introduction of peer review, many scholars have applied it to the teaching of English writing in an attempt to prove its effectiveness. However, through literature review, it is found that most of the previous peer review studies focused on college students and high school students. Junior high school students as the object of research is less. In view of this, under the guidance of social culture theory, this paper applies peer evaluation to junior high school English writing teaching, and tries to answer the following questions: 1) can peer evaluation improve junior high school students' English writing proficiency? What is the effect on the content, grammar and structure of students' English writing? 2) what is the attitude of students with different levels of English writing towards peer evaluation? In order to answer the above questions, 88 students in the second middle school of junior high school were selected for 12 weeks of experimental study. Each student completed four writing exercises. The experimental class first received peer evaluation training, then revised and evaluated the peer composition, and then the original author revised the second draft and handed it over to the teacher for indirect evaluation before completing the third draft. Control class, implement traditional teacher writing evaluation. Through the analysis of pre-and post-test data by SPSS20.0 and the discussion of questionnaires and interviews, the main conclusions of this study are as follows: 1) first of all, the students in the experimental class are better than the students in the control class. Secondly, the composition of the experimental class has been improved in content, grammar and structure, but the grammar and content have been greatly improved, and the structural progress is small. The improvement of grammar and content is due to the revision of peer review and the inspiration of reading peer composition. 2) through questionnaires and interviews, it is found that high school students of low level hold a positive attitude towards peer review and think that there are some gains from it. But middle-and high-level students do not think teacher feedback can replace peer evaluation. Therefore, it is suggested that the junior middle school English teachers should integrate peer assessment and teacher feedback into the teaching of English writing so as to play a positive role in order to improve the students' English writing level. To sum up, peer evaluation plays a positive role in junior high school students' English writing and is helpful to guide junior middle school students' English writing teaching, so peer mutual evaluation can be applied to junior high school English writing teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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