本文選題：教師反饋 + 同伴反饋��； 參考：《江西師范大學》2017年碩士論文

【摘要】：寫作是英語學習的一個重要部分。在教學過程中,教師會盡自己所能批改學生的作文,并且指出錯誤。但是學生在寫作過程中仍然會犯同樣的錯誤,為此教師深感困惑。其次,在中國,普遍采用大班教學模式,教師批改作文耗時較長,這也使得教師反饋多半是單方面的反饋,極少與學生進行交流互動。同時,學生也只是依照老師批改的結果加以修訂,縱使他們不能真正明白其中緣由,也極少與教師溝通討論。如此一來學生不能從根本上知曉自己的錯誤,他們所進行的修改只是機械式的修改甚至不加以修改�？梢�,單一的反饋方式在英語寫作教學方面是不足的。因而我們要完善我們的反饋模式。20世紀80年代大量學者開始推崇過程寫作教學法,反饋貫穿整個寫作過程,其要求學生不斷地修改,通過不斷地交互式學習來提高他們的寫作水平。反饋的來源既可以是老師,也可以是同伴。在中國教學中,尤其是在中學教學,教師極少去引導學生進行同伴反饋。國內大部分學者研究同伴反饋與教師反饋在高等教育中的應用而極少關注其在中學教育中的應用,所以教師反饋與同伴反饋在高中英語教學中的對比研究是非常有意義的,通過觀察兩種反饋方式對他們作文批改與修改的異同,可以發(fā)現(xiàn)他們能在哪些方面進行互補。本研究旨在解決以下三個問題:(1)學生對教師反饋和同伴反饋的接受程度是否不同?(2)學生認為哪種反饋更有助于他們修改作文?(3)學生更加偏愛哪種反饋方式,教師反饋還是同伴反饋?本研究對象為94名普通高中的學生,在開學的頭四個星期,根據(jù)過程寫作法,研究者布置四篇英語寫作,而后給出教師反饋。實驗完成后,學生將會完成教師反饋問卷。緊接著在后面的四個星期,他們同樣需要完成另外的四篇英語寫作,教師首先會引導學生使用同伴反饋表,學生隨后根據(jù)同伴反饋表進行書面和口頭的反饋,實驗結束后,他們會完成同伴反饋的問卷。本研究通過SPSS17.0對數(shù)據(jù)進行定量分析以及問卷和訪談的方式收取信息,結果如下:(1)通過對數(shù)據(jù)和訪談內容的分析學生認為兩種評價方式都是可取的,同伴反饋也是科學有效的,兩種反饋方式都能幫助他們提高修改作文的能力。盡管他們相信同伴的反饋,但是教師反饋是必要的。他們無法接受單一的同伴反饋。(2)數(shù)據(jù)顯示學生認為教師反饋和同伴反饋對他們日后的作文修改是沒有顯著的差異。同伴的評價會使得他們更加及時地去修改作文,同時也能提高他們自主學習的能力。同伴反饋模式會給予學習者更多內容和結構方面的評價,因為他們認為面對面的交流更加能夠輔助他們發(fā)現(xiàn)這方面的錯誤。而在語法方面,老師和同伴都能給出相應的評價。兩種反饋方式不應相互排斥而應相互彌補。(3)通過數(shù)據(jù)調查,學生偏愛教師反饋與同伴反饋相結合的模式。大部分學生認為兩種反饋方式各有其優(yōu)缺點,能夠互相彌補�？傊�,教師應該充分利用兩種反饋方式的優(yōu)點,最重要的是引導他們積極地去寫作,并且鼓勵他們從而提高他們對寫作的興趣。幫助他們提高自信心。教師要強調寫作的意義,寫作是自身思想的表達的一種方式。
[Abstract]:Writing is an important part of English learning. In the course of teaching, teachers will do their best to correct their students' compositions and point out mistakes. But students still make the same mistakes in the process of writing. Teacher feedback is mostly one-sided feedback, rarely interacted with students. At the same time, students are only revised according to the results of teachers' corrections, even if they can not really understand the reasons and seldom communicate with the teachers. In this way, students can not fundamentally know their mistakes, the changes they have made are only It is mechanical modification or not modification. It is obvious that a single way of feedback is inadequate in the teaching of English writing. Therefore, we should improve our feedback model in the 80s.20 century, a large number of scholars began to advocate the process writing teaching method, feedback through the whole writing process, which requires students to constantly modify, through continuous interaction. The source of feedback can be both a teacher and a peer. In Chinese teaching, especially in the middle school, teachers rarely guide students to carry out peer feedback. Most of the domestic scholars study the application of peer feedback and teacher feedback in higher education and rarely pay attention to their secondary education. Therefore, the comparative study of teacher feedback and peer feedback in high school English teaching is very meaningful. By observing the similarities and differences between the two kinds of feedback and correcting and correcting their composition, we can find out what they can complement each other. The purpose of this study is to solve the following three problems: (1) students' feedback to teachers and their peers. Is the degree of acceptance of feedback different? (2) what kind of feedback do students think will help them to modify their composition? (3) what kind of feedback, teacher feedback or peer feedback do students prefer? This study is based on 94 ordinary high school students. In the first four weeks of the beginning of the study, the researchers set up four English writing, and then the researchers set up four English writing. Teacher feedback is given. After the experiment is completed, the student will complete the teacher feedback questionnaire. Then, in the next four weeks, they also need to complete another four English writing. The teacher will first guide the students to use the peer feedback form, and the students then carry out written and oral feedback according to the peer feedback. After the experiment, they will finish. The results are as follows: (1) the results are as follows: (1) through the analysis of data and interviews, students think that two evaluation methods are advisable, peer feedback is also scientific and effective, and the two kinds of feedback can help them to improve their repair. The ability to change compositions. Although they believe in peer feedback, teacher feedback is necessary. They cannot accept a single peer feedback. (2) the data show that the students think that teacher feedback and peer feedback have no significant difference in the revision of their composition later. Peer evaluation will make them more timely to modify their compositions, The peer feedback model gives the learners more content and structural evaluation, because they think face-to-face communication can help them find the mistakes. In grammar, both teachers and peers can give a corresponding evaluation. The two ways of feedback should not be mutually exclusive. 3. (3) through data survey, students prefer the mode of combining teacher feedback with peer feedback. Most students think that the two kinds of feedback have their advantages and disadvantages, and can make up for each other. In a word, teachers should make full use of the advantages of the two kinds of feedback. The most important thing is to guide them to write actively and encourage them. So as to improve their interest in writing. Help them improve their self-confidence. Teachers should emphasize the significance of writing, and writing is a way of expressing their thoughts.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關期刊論文 前10條

1 劉永厚;;英語專業(yè)寫作小組同伴反饋和教師反饋效果研究[J];外語界;2015年01期

2 周一書;;大學英語寫作反饋方式的對比研究[J];外語界;2013年03期

3 楊麗娟;楊曼君;張陽;;我國英語寫作教學三種反饋方式的對比研究[J];外語教學;2013年03期

4 寧旋;;大學英語寫作中教師書面反饋的個案研究[J];內蒙古農(nóng)業(yè)大學學報(社會科學版);2012年05期

5 紀小凌;;同儕互評與教師評閱在英語專業(yè)寫作課中的對比研究[J];解放軍外國語學院學報;2010年05期

6 朱秋娟;;反饋機制與寫作教學——國內外研究及對大學英語寫作教學的啟示[J];長春理工大學學報(社會科學版);2010年02期

7 鄧鸝鳴;岑粵;;同伴互評反饋機制對中國學生二語寫作能力發(fā)展的功效研究[J];外語教學;2010年01期

8 韓冰;;同伴互評在大學英語寫作教學中的功效——基于寫作流利性、復雜性及準確性的實證研究[J];教育理論與實踐;2009年21期

9 邵名莉;;同伴評價在英語專業(yè)寫作教學中的運用研究[J];外語教學理論與實踐;2009年02期

10 莫俊華;;同伴互評:提高大學生寫作自主性[J];解放軍外國語學院學報;2007年03期

相關碩士學位論文 前2條

1 徐婷;大學英語寫作教學中教師反饋和同伴反饋的對比研究[D];南昌航空大學;2015年

2 王倩男;高中英語教師寫作反饋方式與學生偏愛的對比研究[D];山西師范大學;2015年

，

本文編號：1977075