同伴批改对初中生英语家庭作业的影响研究

发布时间：2018-05-04 10:10

本文选题：同伴合作 + 初中英语　；参考：《淮北师范大学》2017年硕士论文

【摘要】：家庭作业作为教学活动的课下延伸,不仅能够巩固课堂所学知识、提高相关技能,同时作为教学效果的重要反馈途径之一,对教师教学计划的制定和调整也有着重要意义。然而,在实际教学中,受“填鸭式”教学的影响,家庭作业的作用正在逐渐减弱;英语新课程标准要求教学应坚持以学生为中心,尊重学生主体地位。为此,本研究拟将作业批改主体由教师转为学生,通过学生批改英语家庭作业的方式促进学生的英语学习。本文立足于建构主义理论、合作学习理论和人本主义理论,将学生合作学习与初中生英语家庭作业批改相结合,以实验研究的方式探索同伴批改对安徽省淮北市淮纺路中学八年级(6)班学生在英语家庭作业方面所产生的影响。本研究尝试达到以下三个主要目标:(1)通过同伴批改,提高学生作业能力,激发学生作业兴趣,培养学生作业自我效能感;(2)对比同伴批改对高、中、低不同水平的学生在作业能力、作业兴趣及作业自我效能感方面所产生的不同影响;(3)根据学生在批改过程中所发现的作业问题提出相关解决策略,以促进学生的英语学习。为了达到以上研究目标,本研究对实验班学生(59人)进行了为期10周的作业批改活动。在批改活动进行前,对学生的家庭作业情况进行调查,以问卷量表的形式调查学生在作业能力、作业兴趣及作业自我效能感三个维度上的具体情况,并对问卷数据进行统计整理,为后期实验数据的分析及比较做好准备;在批改活动结束后,再次使用同一问卷量表对学生作业情况进行调查,并对后测数据进行统计。通过前测数据和后测数据的对比分析,证明同伴批改的有效性。为了进一步探索同伴批改对不同水平的学生所产生的具体影响,将学生按照上学期英语期末成绩划分为高分组、中分组及低分组三个层次,将各层次学生的问卷量表各维度情况进行前后测配对样本T检验,以此得出不同水平的学生经过同伴批改后在各维度上发生的不同变化。实验后,对实验班级进行开放式问卷调查,通过问卷调查的方式来了解学生在作业批改过程中所发现的问题。通过对问卷量表各维度的配对样本T检验结果分析发现,同伴批改不仅能够提高学生的英语作业能力,同时对学生作业兴趣的激发及作业自我效能感的培养也有着一定的积极作用。此外,同伴批改对不同水平的学生所产生的影响也不相同。通过对高、中、低不同水平的学生的问卷量表检测发现,同伴批改对中分组与低分组的学生影响较大,而对高分组学生影响相对较小,但总体而言,同伴批改在一定程度上能够提高不同水平学生的作业能力、作业兴趣及作业自我效能感。开放式问卷结果表明,同伴批改模式受到教师和大多数学生的认可。通过对学生作业问题的总结可以看出,单词记忆、语法学习及写作是学生英语学习的软肋。因此,在英语教学中,教师应采取一定措施来促进学生相关词汇的记忆、语法知识的掌握与写作能力的发展。针对单词记忆,可从“教师教学”和“学生记忆”两方面着手;语法教学在遵循趣味性、实践性及适度性原则的基础上促进学生对语法知识的理解,鼓励学生进行自主式探究,适时引导学生自我纠错,帮助学生转变学习观念;立足我国外语写作教学现状可通过译写结合法、读写结合法和计算机辅助法来帮助学生提高写作能力。最后,为进一步完善同伴批改模式,本研究从教师和学生两个角度阐述了师生对此批改模式的建议。
[Abstract]:As an extension of teaching activities, homework can not only consolidate the knowledge of the classroom and improve the related skills, but also be one of the important feedback ways of the teaching effect. It also plays an important role in the formulation and adjustment of the teacher's teaching plan. However, in the actual teaching, the role of the homework is positively influenced by the "stuffing" teaching. It is gradually weakening; the new English curriculum standards require that teaching should adhere to the students as the center and respect the students' main position. For this reason, this study intends to turn the subject of homework and correction from teachers to students, and promote students' English learning through the students' English homework. This article stands in the theory of constructivism, cooperative learning theory and humanism. The theory, combining the student cooperative learning with the English homework correcting of junior high school students, explores the influence of peer correction on the English homework of grade eight (6) students of HUAIJI road middle school in Huaibei, Anhui province by experimental research. This study tries to achieve the following three main objectives: (1) improve by peer correction. Students' ability to work, to stimulate students' interest in homework, and to cultivate students' sense of self-efficacy; (2) to compare the different effects of peer correction on high, middle, and low levels of students' working ability, job interest and self-efficacy, and (3) to put forward relevant solutions based on the problems found by the students in the process of correction. In order to promote students' English learning. In order to achieve the above research goals, this study carried out a 10 week homework correction for the students of the experimental class (59 people). The homework of the students was investigated and the students' ability to work, the job interest and the self-efficacy of the homework were investigated in the form of questionnaire before the revision of the activities. The specific situation on the dimension, and the statistics of the questionnaire data, to prepare for the analysis and comparison of the later experimental data. After the completion of the correction, the same questionnaire is used again to investigate the students' work situation, and to make statistics on the post test data. Through the comparison and analysis of the pre test data and the post test data, it proves the companion. In order to further explore the specific effects of peer correction on students at different levels, the students are divided into three levels, such as high groups, middle groups and low groups, according to the final grades of last term English, and the different dimensions of the students' questionnaire in each level are entered into the pre test paired sample T test to get the difference. After the experiment, an open questionnaire survey was carried out on the experimental class to understand the problems found by the students in the process of homework correction. Through the analysis of the results of the paired sample T test of each dimension of the questionnaire, it was found that the companions were not corrected. It can only improve the students' ability to work in English, at the same time, it also has a positive effect on the stimulation of the students' activity interest and the training of the job self-efficacy. In addition, the effect of peer correction on students of different levels is different. The influence on the students of the middle group and the low group is greater, but the influence on the high group is relatively small, but on the whole, the peer correction can improve the students' working ability, the job interest and the job self efficacy to a certain extent. The open questionnaire results show that the model of peer correction is recognized by teachers and most students. But it can be seen from the summary of the problem of students' homework that word memory, grammar learning and writing are the soft rib of students' English learning. Therefore, in English teaching, teachers should take some measures to promote the memory of students' Related words, master the grammar knowledge and develop the writing ability. In accordance with the two aspects of "student memory", grammar teaching promotes students' understanding of grammatical knowledge based on the principles of interest, practicality and moderation, encourages students to carry out autonomous inquiry, timely guide students to correct themselves, and help students to change their learning ideas; and the present situation of foreign language writing in China can be integrated through translation and writing. The method, the reading and writing method and the computer aided method to help students improve their writing ability. Finally, in order to further improve the model of peer correction, this study expounds the advice of teachers and students from two perspectives of teachers and students.

【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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