本文選題：同伴互評 + 英語寫作�。� 參考：《蘇州大學(xué)》2015年碩士論文

【摘要】：英語寫作能力是衡量英語學(xué)習(xí)能力和英語教學(xué)水平的重要指標(biāo)。目前,高中英語寫作教學(xué)依然采用的是傳統(tǒng)的成果寫作法,效果不盡人意。同伴互評作為過程寫作法的重要環(huán)節(jié)之一,被廣泛應(yīng)用于高校的英語寫作教學(xué)中,其有效性和可行性得到了很多學(xué)者的驗(yàn)證和認(rèn)可。本文試圖將同伴互評運(yùn)用到高中英語寫作教學(xué)中,以探索基于同伴互評反饋機(jī)制的寫作教學(xué)模式,提高高中英語寫作教學(xué)的水平,進(jìn)而促進(jìn)學(xué)生英語寫作能力的提高。本論文著重研究以下幾個(gè)問題:1.高中生對英語寫作教學(xué)中同伴互評的態(tài)度如何?2.同伴互評反饋機(jī)制能否有效促進(jìn)高中生英語寫作水平的提高?如果能,主要體現(xiàn)在哪些方面?3.不同水平的學(xué)生在同伴互評活動(dòng)中的獲益情況是否有所不同?本研究采用定量研究與定性研究相結(jié)合,實(shí)驗(yàn)法及問卷調(diào)查為主,訪談法為輔來收集相關(guān)數(shù)據(jù)。對定量研究數(shù)據(jù)的處理主要采用SPSS17.0進(jìn)行統(tǒng)計(jì)分析,對定性研究的結(jié)果進(jìn)行歸納總結(jié),所得的研究結(jié)果如下:1.絕大部分高中生對同伴互評持肯定的態(tài)度。2.同伴互評反饋機(jī)制能有效促進(jìn)學(xué)生的英語寫作水平,有助于充實(shí)學(xué)生的寫作內(nèi)容,發(fā)現(xiàn)并修改拼寫、語法、句法等寫作細(xì)節(jié)方面的錯(cuò)誤,但有關(guān)語篇結(jié)構(gòu)及連貫性等深層次的問題,還需要靠教師反饋來指導(dǎo)學(xué)生進(jìn)行修改。3.不同水平的學(xué)生在同伴互評中收益略有不同。中間組學(xué)生的英語寫作成績提高最為顯著,高分組和低分組學(xué)生的寫作成績也有一定的提高,但效果不明顯。本研究對高中英語寫作教學(xué)的啟示是:在高中英語寫作教學(xué)中,教師評閱為主,同伴反饋為輔的反饋方式更具可行性。另外,由于高中生的水平有限,自控能力不強(qiáng),在同伴互評活動(dòng)中教師應(yīng)扮演好組織者、引導(dǎo)者及監(jiān)督者的角色。
[Abstract]:English writing ability is an important index to measure English learning ability and English teaching level. At present, the teaching of English writing in senior high school still adopts the traditional method of achievement writing, and the effect is unsatisfactory. Peer evaluation, as one of the most important aspects of process writing, has been widely used in the teaching of English writing in colleges and universities, and its validity and feasibility have been verified and recognized by many scholars. This paper attempts to apply peer review to senior high school English writing teaching in order to explore the writing teaching model based on peer feedback mechanism to improve the level of senior high school English writing teaching and promote students' English writing ability. This paper focuses on the following questions: 1. What is the attitude of senior high school students towards peer evaluation in English writing teaching? Can peer feedback mechanism promote the improvement of senior high school students' English writing proficiency? If so, what are the main aspects? Do students at different levels benefit from peer review activities differently? In this study, quantitative and qualitative studies were combined, the experimental method and questionnaire survey were mainly used, and the interview method was used to collect the relevant data. SPSS 17.0 was used for statistical analysis of quantitative research data, and the results of qualitative research were summarized as follows: 1. 1. The majority of high school students have a positive attitude toward peer evaluation. Peer feedback mechanism can effectively promote students' English writing proficiency, help them to enrich their writing content, and find and correct the errors in writing details, such as spelling, grammar, syntax and so on. However, teachers' feedback should be used to guide students to modify the text structure and coherence. Students at different levels have slightly different returns in peer reviews. The students in the middle group had the most significant improvement in English writing scores, and the writing scores of the high score group and the low group students were also improved to some extent, but the effect was not obvious. The implications of this study for senior high school English writing teaching are as follows: in senior high school English writing teaching, teacher feedback is more feasible, and peer feedback is more feasible. In addition, due to the limited level of high school students, the ability of self-control is not strong, teachers should play the role of organizer, guide and supervisor in peer evaluation activities.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2011743