同伴互评法在高中英语写作教学中的应用研究

发布时间：2019-05-31 18:25

【摘要】：英语写作是学生英语水平的综合体现,是英语教学的重点和难点。英语写作教学的目的是为了培养学生运用英语进行交际的能力,学生英语写作水平的提高能促进其英语能力的发展。然而在实际的高中英语写作教学中,由于受应试教育的影响,教师们往往只重视学生的英语写作成绩,希望通过对写作策略和写作模板的大量灌输来提高学生的写作能力,但是对写作的修改和完善过程没有给予足够的重视。并且,学生作文的反馈多是来自于教师,这种写作的评价方式过于单一。长久以来,传统的英语写作教学法的弊端日益显露,主要表现为:学生对英语写作逐渐失去兴趣,自信心逐渐降低,英语写作水平的提高也日趋缓慢。因此,如何对英语写作教学方法进行有效改革,是英语教育工作者关心和研究的重点。研究表明,同伴互评可以应用到英语写作教学中,但是以往的研究的侧重点不尽相同,研究结果也不都尽如人意。以往研究多是把同伴互评与教师反馈做对比,通过实验,论证其各自的优劣;或者把同伴互评应用于大学英语写作教学中,研究其可行性、有效性,研究高中的为数不多。此外,一些研究者认为同伴互评能够有效地提高学生的英语写作水平,一些研究者则不以为然。因此,为了验证同伴互评在高中英语写作教学中的有效性,笔者以建构主义理论为指导,开展了此项研究。建构主义认为,知识不是通过教师传授得到的,而是学习者在一定的情景下,借助其他人(包括教师和学习伙伴)的帮助,利用必要的学习资料,通过意义建构的方式而获得的。建构主义强调以学生为中心,教师是课堂活动的组织者、引导者和帮助者,协作学习是课堂活动的主要形式,对意义建构起关键作用。在建构主义理论指导下的、以同伴互评为主要方式的英语写作课堂上,学生是评价的主体,教师是同伴互评的组织者和帮助者,合作学习是主要的学习方式。本研究以笔者所在实习学校的高三年级一班、二班两个平行班为研究对象,采用实验法,进行为期三个月的实验。实验围绕“高中英语写作教学中存在哪些问题?”“出现这些问题的原因是什么?”“同伴互评法能否提高学生的英语写作水平?”展开研究。实验开始前对实验班做问卷调查和访谈,实验班和控制班均做实验前英语写作水平测试。实验过程中,实验班在英语写作教学中采取同伴互评法,控制班仍采取传统教学法。实验结束后,对两个班再次做英语写作水平测试,同时实验班接受实验后问卷调查和访谈。测试的结果显示实验班的写作成绩较控制班显著提高,问卷调查和访谈的结果也显示,学生对英语写作的兴趣和信心也较实验前有了明显的提高。因此,本研究表明,同伴互评在高中英语写作教学中的有效应用能够增进学生对英语写作的兴趣和信心,提高学生的英语写作水平。
[Abstract]:English writing is the comprehensive embodiment of students' English level and the key and difficult point of English teaching. The purpose of English writing teaching is to cultivate students' communicative ability to use English. The improvement of students' English writing level can promote the development of their English ability. However, in the actual English writing teaching in senior high school, due to the influence of examination-oriented education, teachers often only attach importance to students' English writing performance, hoping to improve students' writing ability through a large number of indoctrination of writing strategies and writing templates. However, insufficient attention has been paid to the process of revision and improvement of writing. Moreover, most of the feedback of students' composition comes from teachers, and the evaluation method of writing is too single. For a long time, the disadvantages of the traditional English writing teaching method have been increasingly exposed, mainly as follows: students gradually lose interest in English writing, their self-confidence gradually decreases, and the improvement of English writing level is becoming more and more slow. Therefore, how to reform the teaching methods of English writing effectively is the focus of English educators. The research shows that peer mutual evaluation can be applied to English writing teaching, but the focus of previous studies is not the same, and the results are not satisfactory. In the past, most of the previous studies compared peer mutual evaluation with teacher feedback, and demonstrated their respective advantages and disadvantages through experiments, or applied peer mutual evaluation to college English writing teaching to study its feasibility and effectiveness, and to study the few in senior high school. In addition, some researchers think that peer mutual evaluation can effectively improve students' English writing, while some researchers do not think so. Therefore, in order to verify the effectiveness of peer mutual assessment in senior high school English writing teaching, the author carries out this study under the guidance of constructivism theory. Constructivism holds that knowledge is not imparted by teachers, but that learners use the necessary learning materials with the help of others (including teachers and learning partners) in certain situations. Obtained by means of meaning construction. Constructivism emphasizes that students are the center, teachers are the organizers, guides and helpers of classroom activities, and cooperative learning is the main form of classroom activities, which plays a key role in meaning construction. Under the guidance of constructivism, students are the main body of evaluation, teachers are the organizers and helpers of peer mutual evaluation, and cooperative learning is the main way of learning. In this study, the author used the experimental method to carry out the experiment for three months, taking the first and second parallel classes of the third grade of senior high school where the author is located as the research object. The experiment revolves around "what are the problems in the teaching of English writing in senior high school?" "what is the cause of these problems?" "can peer mutual evaluation improve students' English writing?" Carry out research. Before the beginning of the experiment, questionnaires and interviews were conducted in the experimental class, and both the experimental class and the control class were tested for English writing level before the experiment. In the course of the experiment, the experimental class adopted the peer mutual evaluation method in the English writing teaching, and the control class still adopted the traditional teaching method. At the end of the experiment, the two classes were tested for English writing level again, and the experimental class received questionnaires and interviews after the experiment. The results of the test show that the writing performance of the experimental class is significantly higher than that of the control class, and the results of questionnaires and interviews also show that students' interest and confidence in English writing are also significantly improved compared with those before the experiment. Therefore, this study shows that the effective application of peer mutual assessment in senior high school English writing teaching can enhance students' interest and confidence in English writing and improve their English writing level.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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