面对面和以计算机为媒介的同伴互评模式对高中生英语写作影响的比较研究
发布时间：2021-06-19 14:34
《普通高中英语课程标准》（2017）提出,高中英语课程旨在培养和发展学生的听、说、读、看、写五项基本能力,写作是学生不可或缺的核心素养之一。但是,目前以教师为中心的写作教学依然常见,学生在写作方面依然存在困难。随着以计算机为媒介的交流方式的发展,以计算机为媒介的同伴互评方式也逐渐被应用于实际教学过程中。以计算机为媒介的同伴互评是一种新兴的同伴互评方式,它以传统的面对面同伴互评为基础、结合了以计算机为媒介的交流方式。尽管很多研究已然证明同伴互评作为一种反馈方式,对提高学生的写作质量和写作能力均有积极影响,但是多数则局限于传统的面对面同伴互评模式,仅有少量研究比较了新兴的以计算机为媒介的同伴互评和传统的面对面互评。关于FFPR和CMPR在提高写作总体质量上有何异同以及学生对这两种互评方式中所产生的评论的态度等问题,相关研究更是寥寥可数。此外,如果教师在实际教学过程中不能合理地利用现代教育技术,这样非但达不到预期的教学效果,且耗时耗力。因此,教师们透辟地领悟不同同伴互评模式的优点与不足并正确地挑选最适宜学生的同伴互评模式对于更加高效地实施写作教学、实现教学目标至关重要。本文基于过程写作法、合...
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：88 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 The Definition and Classification of Peer Response
2.1.1 The Definition of Peer Response
2.1.2 The Classification of Peer Response
2.2 Relevant Research
2.2.1 Research on FFPR
2.2.2 Research on CMPR
2.2.3 Comparative Studies on FFPR and CMPR
2.3 Theoretical Foundations
2.3.1 The Process Writing Approach
2.3.2 Cooperative Learning
2.3.3 Zone of Proximal Development
Chapter Three Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Instruments
3.3.1 The Rubrics for Peer Response
3.3.2 Writing Tasks
3.3.3 Questionnaire
3.3.4 Semi-structured Interview
3.4 Research Procedures
3.4.1 Pre-training
3.4.2 Implementation
3.4.3 Questionnaire
3.4.4 Semi-structured Interview
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Comparison of Peer Comments of the Two Modes
4.1.1 Features and Differences of Peer Comments
4.1.2 Features and Differences of Impact on Revision
4.2 Impact on Writing Quality
4.3 Students' Attitudes towards FFPR and CMPR
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications for Pedagogy
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
攻读学位期间科研成果
本文编号：3237995
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：88 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 The Definition and Classification of Peer Response
2.1.1 The Definition of Peer Response
2.1.2 The Classification of Peer Response
2.2 Relevant Research
2.2.1 Research on FFPR
2.2.2 Research on CMPR
2.2.3 Comparative Studies on FFPR and CMPR
2.3 Theoretical Foundations
2.3.1 The Process Writing Approach
2.3.2 Cooperative Learning
2.3.3 Zone of Proximal Development
Chapter Three Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Instruments
3.3.1 The Rubrics for Peer Response
3.3.2 Writing Tasks
3.3.3 Questionnaire
3.3.4 Semi-structured Interview
3.4 Research Procedures
3.4.1 Pre-training
3.4.2 Implementation
3.4.3 Questionnaire
3.4.4 Semi-structured Interview
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Comparison of Peer Comments of the Two Modes
4.1.1 Features and Differences of Peer Comments
4.1.2 Features and Differences of Impact on Revision
4.2 Impact on Writing Quality
4.3 Students' Attitudes towards FFPR and CMPR
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications for Pedagogy
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
攻读学位期间科研成果
本文编号：3237995
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