关于在高中英语写作教学中实施同伴反馈法的研究

发布时间：2018-12-08 18:27

【摘要】：英语写作在高中英语教学中具有重要地位。本研究旨在调查和研究同伴反馈在高中英语写作教学中的有效性,以及高中生对同伴反馈的态度。研究者通过定性研究与定量研究相结合的研究方法,通过回答两个研究问题来探讨高中英语写作课堂中的同伴反馈。这两个研究问题分别为:同伴反馈对高中生英语写作有哪些影响?高中生对同伴反馈的态度如何?本研究运用调查问卷、访谈等研究工具对江西省上饶县中学高一年级两个平行班级的学生进行了为期一个学期的实验研究。研究者将两个班随机指定为实验班和控制班。对实验班学生进行前测、以及同伴反馈培训后,在研究者的指导下开展同伴反馈评改活动,在实验的最后进行后测及后测问卷填写。而控制班的学生在进行完前测之后,只进行常规的写作课模式。同伴反馈实验结束后分别从高中低三个英语写作水平的实验班学生中各抽取5名学生作为访谈对象,进一步了解实验对象对同伴反馈的态度和看法。通过一个学期的实验,以及对实验数据的整理和分析,作者得出以下结论:(一)同伴反馈评改活动对高中生英语写作有较大的影响。首先,同伴反馈一定程度上提高了学生的作文质量。其次,阅读和评改同伴的文章,对实验组学生的英语写作产生了积极的影响。最后,同伴的评改建议对学生的英文写作也有积极的影响。(二)高中生对同伴反馈活动总体上持积极肯定的态度。经过一个学期的同伴反馈实验之后,大多数实验组学生对同伴反馈持肯定态度,他们喜欢同伴反馈写作教学,并愿意参与同伴反馈活动。最后,研究者还提出了转变高中英语写作教学观念、将同伴反馈写作教学方法应用到高中日常写作教学中以及将教师反馈与同伴反馈相结合的教学启示。同时提出延长实验持续时间,扩大样本容量,进行合理分组等未来研究的建议。
[Abstract]:English writing plays an important role in high school English teaching. The purpose of this study is to investigate the effectiveness of peer feedback in high school English writing teaching and the attitude of high school students towards peer feedback. By combining qualitative and quantitative studies, the researchers explored peer feedback in senior high school English writing classes by answering two research questions. The two questions are: what is the effect of peer feedback on senior high school students' English writing? What is the attitude of high school students to peer feedback? This study conducted an experimental study of two parallel classes in Shangrao County, Jiangxi Province for one semester by means of questionnaires and interviews. The two classes were randomly assigned to the experimental class and the control class. After the pre-test and peer feedback training, peer feedback evaluation activities were carried out under the guidance of the researcher, and the post-test and post-test questionnaires were completed at the end of the experiment. Students in the control class, after the pre-test, only carry out the normal writing class mode. At the end of the peer feedback experiment, five students were selected from each of the experimental classes with three English writing levels in senior high school to further understand the attitude and views of the subjects towards peer feedback. Through a semester's experiment and the analysis of the experimental data, the author draws the following conclusions: (1) Peer feedback assessment activities have great influence on senior high school students' English writing. Firstly, peer feedback improves the students' composition quality to some extent. Secondly, reading and correcting peer articles have a positive effect on the students' English writing in the experimental group. Finally, peer feedback also has a positive impact on students' English writing. (2) High school students generally have a positive attitude towards peer feedback activities. After a semester of peer feedback experiment, the majority of the experimental group students have a positive attitude towards peer feedback, they like peer feedback writing teaching, and willing to participate in peer feedback activities. Finally, the author proposes a new approach to English writing teaching in senior high school, which is to apply peer feedback teaching method to the daily writing teaching in senior high school and to combine teacher feedback with peer feedback. At the same time, some suggestions such as prolonging the duration of the experiment, enlarging the sample size, and carrying out reasonable grouping are proposed.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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