同伴反馈与教师反馈在高中英语写作教学中的对比研究

发布时间：2018-06-04 10:46

本文选题：教师反馈 + 同伴反馈　；参考：《江西师范大学》2017年硕士论文

【摘要】：写作是英语学习的一个重要部分。在教学过程中,教师会尽自己所能批改学生的作文,并且指出错误。但是学生在写作过程中仍然会犯同样的错误,为此教师深感困惑。其次,在中国,普遍采用大班教学模式,教师批改作文耗时较长,这也使得教师反馈多半是单方面的反馈,极少与学生进行交流互动。同时,学生也只是依照老师批改的结果加以修订,纵使他们不能真正明白其中缘由,也极少与教师沟通讨论。如此一来学生不能从根本上知晓自己的错误,他们所进行的修改只是机械式的修改甚至不加以修改。可见,单一的反馈方式在英语写作教学方面是不足的。因而我们要完善我们的反馈模式。20世纪80年代大量学者开始推崇过程写作教学法,反馈贯穿整个写作过程,其要求学生不断地修改,通过不断地交互式学习来提高他们的写作水平。反馈的来源既可以是老师,也可以是同伴。在中国教学中,尤其是在中学教学,教师极少去引导学生进行同伴反馈。国内大部分学者研究同伴反馈与教师反馈在高等教育中的应用而极少关注其在中学教育中的应用,所以教师反馈与同伴反馈在高中英语教学中的对比研究是非常有意义的,通过观察两种反馈方式对他们作文批改与修改的异同,可以发现他们能在哪些方面进行互补。本研究旨在解决以下三个问题:(1)学生对教师反馈和同伴反馈的接受程度是否不同?(2)学生认为哪种反馈更有助于他们修改作文?(3)学生更加偏爱哪种反馈方式,教师反馈还是同伴反馈?本研究对象为94名普通高中的学生,在开学的头四个星期,根据过程写作法,研究者布置四篇英语写作,而后给出教师反馈。实验完成后,学生将会完成教师反馈问卷。紧接着在后面的四个星期,他们同样需要完成另外的四篇英语写作,教师首先会引导学生使用同伴反馈表,学生随后根据同伴反馈表进行书面和口头的反馈,实验结束后,他们会完成同伴反馈的问卷。本研究通过SPSS17.0对数据进行定量分析以及问卷和访谈的方式收取信息,结果如下:(1)通过对数据和访谈内容的分析学生认为两种评价方式都是可取的,同伴反馈也是科学有效的,两种反馈方式都能帮助他们提高修改作文的能力。尽管他们相信同伴的反馈,但是教师反馈是必要的。他们无法接受单一的同伴反馈。(2)数据显示学生认为教师反馈和同伴反馈对他们日后的作文修改是没有显著的差异。同伴的评价会使得他们更加及时地去修改作文,同时也能提高他们自主学习的能力。同伴反馈模式会给予学习者更多内容和结构方面的评价,因为他们认为面对面的交流更加能够辅助他们发现这方面的错误。而在语法方面,老师和同伴都能给出相应的评价。两种反馈方式不应相互排斥而应相互弥补。(3)通过数据调查,学生偏爱教师反馈与同伴反馈相结合的模式。大部分学生认为两种反馈方式各有其优缺点,能够互相弥补。总之,教师应该充分利用两种反馈方式的优点,最重要的是引导他们积极地去写作,并且鼓励他们从而提高他们对写作的兴趣。帮助他们提高自信心。教师要强调写作的意义,写作是自身思想的表达的一种方式。
[Abstract]:Writing is an important part of English learning. In the course of teaching, teachers will do their best to correct their students' compositions and point out mistakes. But students still make the same mistakes in the process of writing. Teacher feedback is mostly one-sided feedback, rarely interacted with students. At the same time, students are only revised according to the results of teachers' corrections, even if they can not really understand the reasons and seldom communicate with the teachers. In this way, students can not fundamentally know their mistakes, the changes they have made are only It is mechanical modification or not modification. It is obvious that a single way of feedback is inadequate in the teaching of English writing. Therefore, we should improve our feedback model in the 80s.20 century, a large number of scholars began to advocate the process writing teaching method, feedback through the whole writing process, which requires students to constantly modify, through continuous interaction. The source of feedback can be both a teacher and a peer. In Chinese teaching, especially in the middle school, teachers rarely guide students to carry out peer feedback. Most of the domestic scholars study the application of peer feedback and teacher feedback in higher education and rarely pay attention to their secondary education. Therefore, the comparative study of teacher feedback and peer feedback in high school English teaching is very meaningful. By observing the similarities and differences between the two kinds of feedback and correcting and correcting their composition, we can find out what they can complement each other. The purpose of this study is to solve the following three problems: (1) students' feedback to teachers and their peers. Is the degree of acceptance of feedback different? (2) what kind of feedback do students think will help them to modify their composition? (3) what kind of feedback, teacher feedback or peer feedback do students prefer? This study is based on 94 ordinary high school students. In the first four weeks of the beginning of the study, the researchers set up four English writing, and then the researchers set up four English writing. Teacher feedback is given. After the experiment is completed, the student will complete the teacher feedback questionnaire. Then, in the next four weeks, they also need to complete another four English writing. The teacher will first guide the students to use the peer feedback form, and the students then carry out written and oral feedback according to the peer feedback. After the experiment, they will finish. The results are as follows: (1) the results are as follows: (1) through the analysis of data and interviews, students think that two evaluation methods are advisable, peer feedback is also scientific and effective, and the two kinds of feedback can help them to improve their repair. The ability to change compositions. Although they believe in peer feedback, teacher feedback is necessary. They cannot accept a single peer feedback. (2) the data show that the students think that teacher feedback and peer feedback have no significant difference in the revision of their composition later. Peer evaluation will make them more timely to modify their compositions, The peer feedback model gives the learners more content and structural evaluation, because they think face-to-face communication can help them find the mistakes. In grammar, both teachers and peers can give a corresponding evaluation. The two ways of feedback should not be mutually exclusive. 3. (3) through data survey, students prefer the mode of combining teacher feedback with peer feedback. Most students think that the two kinds of feedback have their advantages and disadvantages, and can make up for each other. In a word, teachers should make full use of the advantages of the two kinds of feedback. The most important thing is to guide them to write actively and encourage them. So as to improve their interest in writing. Help them improve their self-confidence. Teachers should emphasize the significance of writing, and writing is a way of expressing their thoughts.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】