寫作反饋有助于刺激語言學(xué)習(xí)者反復(fù)修改自己的習(xí)作從而改進(jìn)習(xí)作質(zhì)量、發(fā)展其寫作能力。現(xiàn)實生活中,受個人時間和精力的限制,教師難以在整個寫作過程中持續(xù)不斷地向?qū)W生提供高度個性化的寫作反饋。因此,在一個信息技術(shù)迅猛發(fā)展并倡導(dǎo)終身學(xué)習(xí)理念的時代,提高對高科技學(xué)習(xí)資源的利用以促進(jìn)高中英語寫作的發(fā)展、將學(xué)生逐步培養(yǎng)成獨立自主的語言學(xué)習(xí)者成為迫切需求。本研究在過程寫作法理論和社會文化理論的指導(dǎo)下,以案例研究的方式深入調(diào)查基于批改網(wǎng)寫作反饋的自主寫作修改是如何進(jìn)行的,基于批改網(wǎng)的寫作反饋對改進(jìn)高中生作文有何效果,學(xué)生的自主寫作修改意識是如何發(fā)展的。目的是研究在培養(yǎng)學(xué)生寫作能力的過程中如何恰當(dāng)使用批改網(wǎng)這一學(xué)習(xí)資源�；谘芯磕康�,本研究旨在回答以下三個問題:1)學(xué)生是如何根據(jù)基于批改網(wǎng)的寫作反饋修改作文的?2)基于批改網(wǎng)的寫作反饋對改進(jìn)學(xué)生作文有何影響?3)基于批改網(wǎng)的寫作反饋對培養(yǎng)學(xué)生修改作文的意識有何影響?為達(dá)到研究目的,研究者以質(zhì)性研究的方法展開了一項多案例的深入調(diào)查研究。通過自然抽樣的方式在貴州省畢節(jié)市一示范性高中高二年級重點班選取了八名學(xué)生作為研究對象展開了一項為期六周的寫作項目。參與者需按要求... 

【文章來源】：貴州師范大學(xué)貴州省

【文章頁數(shù)】：120 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter 1 Introduction
    1.1 Research background
    1.2 Research objective and significance
    1.3 Pigaiwang
    1.4 Layout of the thesis
Chapter 2 Literature Review
    2.1 Related concepts
        2.1.1 Automated Essay Scoring （AES） system
        2.1.2 Writing feedback
        2.1.3 Learner autonomy
        2.1.4 Case study
    2.2 Studies on Automated Essay Scoring （AES） system
        2.2.1 Related studies abroad
        2.2.2 Related studies in China
    2.3 Theoretical basis
        2.3.1 The Process Approach Theory
        2.3.2 The Socio-Cultural Theory
Chapter 3 Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Writing program
    3.4 Research method
    3.5 Research instruments
    3.6 Methods for data collection
    3.7 Methods for data analysis
Chapter 4 Data Analysis and Discussion
    4.1 An overview of the participants and the writing program
    4.2 The autonomous revision process
        4.2.1 Composition modification based on the holistic evaluation42
        4.2.2 Composition modification based on the analytic evaluation
    4.3 The effects on writing improvement
        4.3.1 The positive effects on writing improvement
        4.3.2 The negative effects on writing improvement
    4.4 The effects on awareness development
        4.4.1 The positive effects on awareness development
        4.4.2 The negative effects on awareness development
        4.4.3 Having no particular effects on awareness development
    4.5 Discussions
Chapter 5 Conclusion
    5.1 Findings of the research
    5.2 Implications of the research
    5.3 Limitations of the research
    5.4 Suggestions for future studies
References
Appendix 1: 批改網(wǎng)功能示例
Appendix 2: 歷次寫作任務(wù)
Appendix 3: 學(xué)生作文示例
Appendix 4: 批改網(wǎng)反饋示例
Appendix 5: 自主寫作修改過程示例
Appendix 6: 訪談稿
Appendix 7: 訪談轉(zhuǎn)錄稿示例
Appendix 8: 學(xué)生多次稿件中的修改情況



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