【摘要】：寫(xiě)作教學(xué)是語(yǔ)言教學(xué)中的重要一環(huán),它在培養(yǎng)學(xué)生的語(yǔ)言綜合能力上發(fā)揮著不可忽視的作用。然而,提高學(xué)生的寫(xiě)作能力卻是一個(gè)難題。隨著同伴互評(píng)的引入,眾多學(xué)者將其運(yùn)用于英語(yǔ)寫(xiě)作教學(xué),試圖證明其有效性,但通過(guò)文獻(xiàn)回顧發(fā)現(xiàn),以往的同伴互評(píng)研究多以大學(xué)生和高中生為研究對(duì)象,以初中生為對(duì)象的研究較少。鑒于此,本文在社會(huì)文化理論的指導(dǎo)下,將同伴互評(píng)應(yīng)用于初中英語(yǔ)寫(xiě)作教學(xué),試圖回答以下問(wèn)題:1)同伴互評(píng)能提高初中學(xué)生英語(yǔ)寫(xiě)作水平嗎?對(duì)學(xué)生英語(yǔ)寫(xiě)作中的內(nèi)容,語(yǔ)法,結(jié)構(gòu)各有什么影響?2)不同英語(yǔ)寫(xiě)作水平的學(xué)生對(duì)同伴互評(píng)有怎樣的態(tài)度?為了回答以上問(wèn)題,本研究以筆者實(shí)習(xí)中學(xué)初二兩個(gè)班88名同學(xué)為研究對(duì)象,進(jìn)行了為期12周的實(shí)驗(yàn)研究,每位學(xué)生均完成了4次寫(xiě)作練習(xí)。實(shí)驗(yàn)班先接受同伴互評(píng)培訓(xùn),然后對(duì)同伴作文進(jìn)行修改評(píng)定,接著原作者修改完成二稿,并交由教師進(jìn)行間接性評(píng)價(jià)后,完成三稿�？刂瓢�,實(shí)施傳統(tǒng)教師寫(xiě)作評(píng)價(jià)。通過(guò)SPSS20.0對(duì)前后測(cè)數(shù)據(jù)進(jìn)行分析,以及問(wèn)卷和訪談的討論,本研究主要得出以下結(jié)論:1)首先,實(shí)驗(yàn)班學(xué)生比控制班學(xué)生的寫(xiě)作成績(jī)進(jìn)步大。其次,實(shí)驗(yàn)班學(xué)生的作文在內(nèi)容,語(yǔ)法,結(jié)構(gòu)方面都有提高,但語(yǔ)法和內(nèi)容進(jìn)步較大,結(jié)構(gòu)進(jìn)步較小。語(yǔ)法和內(nèi)容的提高得益于同伴互評(píng)的修改以及閱讀同伴作文的啟發(fā)。2)通過(guò)問(wèn)卷和訪談?wù)?發(fā)現(xiàn)高中低水平的學(xué)生對(duì)同伴互評(píng)持積極態(tài)度,認(rèn)為從中有所收獲,但是中高水平的學(xué)生不認(rèn)為教師反饋可以代替同伴互評(píng)。因此,建議初中英語(yǔ)教師將同伴互評(píng)和教師反饋融入英語(yǔ)寫(xiě)作教學(xué),發(fā)揮其積極作用,從而提高學(xué)生英語(yǔ)寫(xiě)作水平。綜上所述,同伴互評(píng)對(duì)初中學(xué)生英語(yǔ)寫(xiě)作有積極作用且有利于指導(dǎo)初中英語(yǔ)寫(xiě)作教學(xué),因此同伴互評(píng)可以應(yīng)用于初中英語(yǔ)寫(xiě)作教學(xué)中。
[Abstract]:Writing teaching is an important part of language teaching, which plays an important role in cultivating students' comprehensive language competence. However, improving students' writing ability is a difficult problem. With the introduction of peer review, many scholars have applied it to the teaching of English writing in an attempt to prove its effectiveness. However, through literature review, it is found that most of the previous peer review studies focused on college students and high school students. Junior high school students as the object of research is less. In view of this, under the guidance of social culture theory, this paper applies peer evaluation to junior high school English writing teaching, and tries to answer the following questions: 1) can peer evaluation improve junior high school students' English writing proficiency? What is the effect on the content, grammar and structure of students' English writing? 2) what is the attitude of students with different levels of English writing towards peer evaluation? In order to answer the above questions, 88 students in the second middle school of junior high school were selected for 12 weeks of experimental study. Each student completed four writing exercises. The experimental class first received peer evaluation training, then revised and evaluated the peer composition, and then the original author revised the second draft and handed it over to the teacher for indirect evaluation before completing the third draft. Control class, implement traditional teacher writing evaluation. Through the analysis of pre-and post-test data by SPSS20.0 and the discussion of questionnaires and interviews, the main conclusions of this study are as follows: 1) first of all, the students in the experimental class are better than the students in the control class. Secondly, the composition of the experimental class has been improved in content, grammar and structure, but the grammar and content have been greatly improved, and the structural progress is small. The improvement of grammar and content is due to the revision of peer review and the inspiration of reading peer composition. 2) through questionnaires and interviews, it is found that high school students of low level hold a positive attitude towards peer review and think that there are some gains from it. But middle-and high-level students do not think teacher feedback can replace peer evaluation. Therefore, it is suggested that the junior middle school English teachers should integrate peer assessment and teacher feedback into the teaching of English writing so as to play a positive role in order to improve the students' English writing level. To sum up, peer evaluation plays a positive role in junior high school students' English writing and is helpful to guide junior middle school students' English writing teaching, so peer mutual evaluation can be applied to junior high school English writing teaching.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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