【摘要】：回顧語言教學(xué)和寫作教學(xué)研究過去的二三十年,人們對于小組合作學(xué)習(xí)的討論也越來越多。過程寫作法的擁護(hù)者們主張交際教學(xué)法下的以學(xué)習(xí)者為中心的理念,他們同樣堅信同伴合作活動的優(yōu)勢性。這兩者都能在二語寫作課堂中擴(kuò)大學(xué)生作文的讀者群,同時提供給學(xué)生一個有利、促進(jìn)性的學(xué)習(xí)環(huán)境,這樣的優(yōu)勢使得同伴互評模式成為一種常見的寫作教學(xué)法。在同伴互評活動中,學(xué)生通過合作提供給另外的學(xué)生的習(xí)作書面或者口頭上的反饋,這一過程一般需要多稿完成�，F(xiàn)有的同伴互評的研究多針對高等院校學(xué)生或高中階段學(xué)生,而面向初中學(xué)生的研究則較少。因此,本文基于此出發(fā)點,探究同伴互評模式在初中八年級寫作教學(xué)應(yīng)用中的有效性,能否提高學(xué)生的寫作能力,以及學(xué)生對同伴互評模式的情感態(tài)度。本研究在八年級兩個平行班中開展,控制班使用傳統(tǒng)的教師反饋寫作教學(xué)法,而實驗班則采用同伴互評反饋寫作教學(xué)法,實驗班將學(xué)生按隨機(jī)分組的方式進(jìn)行實驗。實驗為期一個學(xué)期,在實驗前后分別進(jìn)行學(xué)生作文成績前測、后測以及調(diào)查問卷前測、后測。數(shù)據(jù)收集結(jié)束通過SPSS22統(tǒng)計軟件對實驗所有數(shù)據(jù)進(jìn)行分析。實驗成果證明表明,同伴互評模式教學(xué)能提高學(xué)生的作文成績,而且與傳統(tǒng)教師反饋模式教學(xué)比擬,學(xué)生寫作提高幅度鮮明。此外,學(xué)生對同伴互評模式接受程度良好,在合作過程中,學(xué)生收獲了合作精神,降低了寫作焦慮,提高了寫作能力。由此可見,同伴互評在初中階段的二語寫作課堂具有可行性,但這種反饋形式始終無法替代教師反饋模式,所以教師應(yīng)在實際教學(xué)過程中將二者有機(jī)結(jié)合。
[Abstract]:In the past 20 or 30 years, there has been more and more discussion on cooperative group learning in language teaching and writing teaching. Proponents of process writing approach advocate the learner-centered concept of communicative approach, and they also believe in the superiority of peer cooperative activities. Both of them can expand the readership of students' compositions in the second language writing class and provide a favorable and facilitating learning environment for students. This advantage makes peer evaluation model a common teaching method of writing. In peer review activities, students provide written or oral feedback to other students through collaboration, which is usually done in multiple manuscripts. The current peer review studies are mostly aimed at the students in institutions of higher learning or senior high school students, while the research on junior middle school students is less. Therefore, based on this starting point, this paper explores the effectiveness of peer evaluation model in the application of writing teaching in the eighth grade of junior high school, whether it can improve students' writing ability and their emotional attitude towards peer evaluation model. This study was carried out in two parallel classes of grade eight. The control class used the traditional teacher feedback writing method, while the experimental class adopted peer feedback writing method. The experimental class conducted the experiment in random groups. The experiment lasted for one semester. Before and after the experiment, the students' composition scores were tested before and after the test, and the questionnaires were tested before and after the test. At the end of data collection, all the experimental data were analyzed by SPSS22 statistical software. The experimental results show that the peer evaluation model can improve the students' composition scores, and compared with the traditional teacher feedback teaching, the students' writing can be improved by a sharp margin. In addition, the students' acceptance of peer evaluation model is good. In the process of cooperation, students gain cooperative spirit, reduce writing anxiety and improve their writing ability. From this we can see that peer evaluation is feasible in the second language writing classroom in junior middle school, but this form of feedback can not replace the feedback mode of teachers all the time, so teachers should combine them organically in the actual teaching process.
【學(xué)位授予單位】：長春師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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