本文選題：建構主義 + 同伴反饋�。� 參考：《內(nèi)蒙古師范大學》2017年碩士論文

【摘要】：英語寫作作為語言交際的一種重要形式,在英語學習中占有相當重要的地位。學生的寫作能力能夠體現(xiàn)出其對英語的綜合應用能力。寫作反饋是寫作教學過程中的重要環(huán)節(jié),目前國內(nèi)高中英語寫作反饋主要是以教師的反饋為主。隨著過程教學法的盛行,同伴反饋在寫作教學中應用的有效性成為國內(nèi)外學者們研究的熱門課題。然而,同伴反饋在英語寫作中的應用的研究所得結論有所不同,對其應用效果也頗具爭議。因此,筆者將通過理論分析結合教學實踐,旨在探討同伴反饋在高中英語寫作教學過程中應用的有效性,同時提出同伴反饋在高中英語寫作課堂的應用有效策略及可行方案。本研究將回答以下三個問題:1.高中生對英語寫作教學中的應用同伴反饋持有什么態(tài)度?2.同伴反饋在高中英語寫作中的應用對于不同水平學生的寫作成績有何影響?3.同伴反饋在高中英語寫作教學中的應用對學生的寫作水平有何影響(寫作的流利性,準確性以及復雜性)?為了回答以上三個研究問題,筆者在赤峰市烏丹一中高二年級選取兩個平行班(共82名學生)分別作為該實驗的控制班和實驗班,實驗前對兩個班級寫作進行前測。在寫作教學實驗前一周發(fā)放了對同伴反饋態(tài)度的調查問卷并且抽取六名寫作水平不等的學生進行了訪談。此外,在實驗前進行了同伴反饋的介紹和訓練。在教學實驗過程中,兩個班級教學內(nèi)容和寫作時間完全一致,實驗班寫作反饋采用的是同伴反饋,控制班采用的反饋方式是教師反饋。經(jīng)過15周的寫作教學實驗,調查問卷,訪談,前后測的寫作成績以及學生的寫作草稿的分析整理結果通過SPSS17.0統(tǒng)計軟件進行分析。研究結果顯示:一、高二學生在實驗前后對同伴反饋的態(tài)度有所不同,后測問卷中認可同伴反饋的人數(shù)明顯多于實驗前,且大部分學生認為同伴反饋有利于提高他們的寫作水平并愿意繼續(xù)在其寫作過程中應用。二、實驗班里不同寫作水平的學生實驗后寫作水平有不同程度的提高,低水平的學生提高程度高于高水平的學生。且實驗組的后測成績提高程度和控制組提高程度相當。三、同伴反饋提高了學生寫作的綜合水平。學生的寫作在準確性上有顯著的提高,流利性有一定的提高,但是語法復雜性沒有明顯改變。最后,作者論述了同伴反饋機制對當前高中英語寫作教學的啟示與建議,以及該研究的局限性,并從宏觀和微觀兩個角度提出了該研究的未來研究方向。
[Abstract]:As an important form of language communication, English writing plays an important role in English learning. Students' writing ability can reflect their comprehensive application of English. Writing feedback is an important link in the process of writing teaching. At present, teachers' feedback is the main part of writing feedback in senior high school in China. With the prevalence of process teaching, the effectiveness of peer feedback in writing teaching has become a hot topic for scholars at home and abroad. However, the application of peer feedback in English writing has different conclusions, and the effect of peer feedback on English writing is controversial. Therefore, through theoretical analysis and teaching practice, the author aims to explore the effectiveness of peer feedback in senior high school English writing teaching, and put forward effective strategies and feasible solutions for the application of peer feedback in senior high school English writing classroom. This study will answer the following three questions: 1. What is the attitude of senior high school students towards applied peer feedback in English writing teaching? How does the application of peer feedback in senior high school English writing affect students' writing scores at different levels? How does the application of peer feedback in high school English writing teaching affect students' writing proficiency (fluency, accuracy and complexity of writing)? In order to answer the above three research questions, the author selected two parallel classes (82 students) as the control class and the experimental class respectively in grade two of the first grade high school in Chifeng City. The writing of the two classes was tested before the experiment. A questionnaire on peer feedback attitude was sent out one week before the writing teaching experiment and six students with different writing levels were interviewed. In addition, peer feedback was introduced and trained before the experiment. In the process of teaching experiment, the teaching content and writing time of the two classes are identical. The experimental class adopts peer feedback and the control class adopts teacher feedback. After 15 weeks of writing teaching experiments, questionnaires, interviews, before and after the test of writing scores as well as the students' draft of the analysis of the results were analyzed by SPSS 17.0 statistical software. The results show that: first, the attitudes of the second year students toward peer feedback are different before and after the experiment, and the number of students who approve peer feedback in the posttest questionnaire is significantly higher than that before the experiment. And most students think that peer feedback is helpful to improve their writing ability and will continue to be applied in their writing process. Second, the students with different writing levels in the experimental class improved their writing level to different degrees, and the students of low level were higher than those of high level students. The improvement of post-test scores in the experimental group was similar to that in the control group. Third, peer feedback improves the comprehensive level of students' writing. Students' writing accuracy and fluency have been improved, but grammatical complexity has not changed significantly. Finally, the author discusses the implications and suggestions of peer feedback mechanism for the current English writing teaching in senior high schools, as well as the limitations of the study, and puts forward the future research direction of the study from both macro and micro perspectives.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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