本文關(guān)鍵詞：在線同伴評價對我國中學(xué)生英語寫作影響的研究　出處：《渤海大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 在線同伴評價 初中英語寫作 興趣度 評價框架 效果 滿意度

【摘要】：英語寫作是中學(xué)生英語學(xué)習(xí)的重點(diǎn)和難點(diǎn),如何提高中學(xué)生的英語寫作能力,始終是英語教學(xué)研究的關(guān)注焦點(diǎn)之一。英語寫作的評價機(jī)制會對學(xué)生產(chǎn)生直接的影響,不同的評價方式,對學(xué)生的寫作興趣、態(tài)度,以及認(rèn)知水平都產(chǎn)生不同的影響。目前,我國中學(xué)生的英語寫作評價機(jī)制多為傳統(tǒng)的教師評價,即單一性、終結(jié)性的教師評改模式。這種模式在一定程度上來說是有效的,但是也存在一些缺陷:教師任務(wù)重,不能面面俱到;終結(jié)性地評改,導(dǎo)致學(xué)生只在意分?jǐn)?shù)而不在乎評價過程的學(xué)習(xí),這樣對學(xué)生英語作文的進(jìn)步并未起到應(yīng)有的效果。為此,有研究者提出了采用以學(xué)生評價為主的同伴評價的評價機(jī)制,即通過學(xué)生之間的互評來進(jìn)行評價,這種方式在一定程度上解決了傳統(tǒng)的以教師為主的評價方式中存在的單一性和終結(jié)性的問題。近年來,隨著信息網(wǎng)絡(luò)技術(shù)的廣泛應(yīng)用,大規(guī)模在線課程的興起,學(xué)生的學(xué)習(xí)方式也發(fā)生了很大的變化,由原來單一的傳統(tǒng)課堂學(xué)習(xí),轉(zhuǎn)變到目前的融入了在線學(xué)習(xí)等多元化的學(xué)習(xí)模式。學(xué)習(xí)方式的變遷,勢必引起評價方式的轉(zhuǎn)變。基于在線學(xué)習(xí)的同伴評價逐漸進(jìn)入研究者的視野,并引起了廣泛關(guān)注。其優(yōu)勢有以下兩點(diǎn):在線學(xué)習(xí)中,同伴評價在一定程度上減輕了教師的負(fù)擔(dān);二是目前社會建構(gòu)主義得到了廣泛認(rèn)同,同伴評價恰恰符合了社會建構(gòu)主義倡導(dǎo)的,在社會文化情境中,通過與他人的交互構(gòu)建自己的知識。目前,在線同伴評價的研究在我國剛剛興起,相關(guān)在線同伴評價的實(shí)證研究還較少,特別是在線同伴評價是否有助于提高我國中學(xué)生英語寫作能力,在線同伴評價會對學(xué)生的學(xué)習(xí)產(chǎn)生怎樣的影響,還有待進(jìn)一步論證。為此,本論文重點(diǎn)關(guān)注以下幾個問題:1、在線同伴評價對我國中學(xué)生的英語寫作學(xué)習(xí)會產(chǎn)生怎樣的影響,包括對認(rèn)知水平的影響,及對學(xué)習(xí)的興趣和態(tài)度等;2、如何構(gòu)建評價框架以提高在線同伴評價的有效性;3、在線同伴評價對我國中學(xué)生英語寫作的適用性。本論文采用定量研究與質(zhì)性研究相結(jié)合的方式。首先介紹了目前我國的中學(xué)英語作文評價概況;然后,介紹了在線同伴評價的研究狀況;再通過問卷調(diào)查、實(shí)驗(yàn)研究、實(shí)驗(yàn)數(shù)據(jù),利用對比實(shí)驗(yàn)及前測后測結(jié)果,得出相關(guān)實(shí)驗(yàn)數(shù)據(jù),最終探討所研究的三個問題,得出實(shí)驗(yàn)結(jié)果。實(shí)驗(yàn)結(jié)果表明:1、學(xué)生對在線同伴評價英語作文模式存在較高興趣度;2、在線同伴評價英語作文可以有效促進(jìn)學(xué)生成績的提高;3、在線同伴評價模式應(yīng)用于英語寫作是合理的、可靠的;4、評價框架是促成有效評價的關(guān)鍵因素之一�？傊�,通過本實(shí)驗(yàn)研究,發(fā)現(xiàn)在線同伴評價適用于初中英語的寫作教學(xué),并能夠?qū)ΜF(xiàn)階段的初中英語寫作教學(xué)產(chǎn)生一定的積極影響。筆者期待,通過自己的研究,能夠?yàn)楝F(xiàn)階段的在線同伴評價應(yīng)用及研究結(jié)果提供一些有益的補(bǔ)充。
[Abstract]:English writing is the key and difficult point of middle school students' English learning. How to improve their English writing ability has always been one of the focus of English teaching research. The evaluation mechanism of English writing will have a direct impact on students. Different ways of evaluation affect students' interest in writing, attitudes and cognitive level. At present, China's middle school students' English writing evaluation mechanism for traditional teacher assessment, which is a single end, the teacher evaluation mode. This model is effective to a certain extent, but there are some shortcomings: Teachers' task, not exhaustive; the end of marking, leading students only care about the score and not care about the evaluation process of learning, so the students' English writing progress did not play due effect. Therefore, some researchers have put forward the evaluation mechanism of peer evaluation based on student evaluation, through mutual evaluation between students to evaluate this approach to solve the single and ending of traditional teacher centered way of evaluation for the problem in a certain extent. In recent years, with the wide application of information and network technology, the rise of large-scale online courses has greatly changed the way of learning. It has changed from the traditional single classroom learning to the diversified learning mode of online learning. The change of the way of learning will inevitably lead to the transformation of the way of evaluation. Peer evaluation based on online learning has gradually entered the researchers' vision and attracted wide attention. Its advantages are as follows: online learning, peer evaluation reduces the burden on teachers to a certain extent; the two is the social constructivism has been widely recognized, peer evaluation accord with social constructivism advocates, in the social and cultural context, through the construction of their own knowledge and their interaction. At present, online peer evaluation research in our country, the relevant empirical study of online peer review is still less, especially in online peer assessment is helpful to improve students' English writing ability in China, online peer assessment will produce what kind of impact on students' learning, still further. Therefore, this thesis focus on the following questions: 1, online peer evaluation of China's middle school students' English writing learning will produce what kind of impact, including the impact on the level of cognition, and the learning interest and attitude; 2, how to build effective evaluation framework to improve the online peer evaluation; 3, online peer evaluation on the application of English writing of middle school students in china. This paper adopts a combination of quantitative research and qualitative research. First introduces the current situation of middle school English composition evaluation in our country; then, introduces the research status of online peer review; and then through the questionnaire survey, experimental research, experimental data, and the contrast between the experimental pre-test and post test results, the obtained experimental data, finally discusses three research issues, the results of the experiment. The experimental results show that the evaluation of online peer English writing mode 1, students have high interest degree; 2, online peer assessment in English writing can effectively improve students' scores; evaluation model 3, online peer in English writing is reasonable and reliable; 4, the evaluation framework is one of the key factors contributing to effective evaluation the. In conclusion, we find that online peer evaluation is suitable for junior middle school English writing teaching, and it can have a positive impact on junior middle school English writing teaching. I hope that, through my own research, it can provide some useful supplements to the application and research results of online peer evaluation at the present stage.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 鐘啟泉;;知識建構(gòu)與教學(xué)創(chuàng)新——社會建構(gòu)主義知識論及其啟示[J];全球教育展望;2006年08期

，

本文編號：1347842