初中寫(xiě)作的評(píng)價(jià)模式單一,多為教師評(píng)價(jià)。這種單一的評(píng)價(jià)模式一方面給教師帶來(lái)了很大的負(fù)擔(dān),也難以確保評(píng)價(jià)的科學(xué)性和全面性.無(wú)法對(duì)學(xué)生形成正確的指導(dǎo)。同伴反饋不僅可以大大減輕教師的批改任務(wù),同時(shí)還能提高學(xué)生文本修改的效果。國(guó)內(nèi)外研究都表明,同伴反饋對(duì)學(xué)生文本修改的效果會(huì)受到學(xué)生英語(yǔ)水平的影響。這個(gè)影響既來(lái)自于評(píng)價(jià)者的英語(yǔ)水平,又來(lái)自于寫(xiě)作者的英語(yǔ)水平,所以又有學(xué)者提出同伴互評(píng)在文本修改中的效果是受到評(píng)價(jià)者和寫(xiě)作者雙方英語(yǔ)水平差距的影響的。因此本文旨在通過(guò)同伴互評(píng)的教學(xué)實(shí)驗(yàn),探究初中生英語(yǔ)水平對(duì)同伴反饋在文本修改中效果的影響。研究對(duì)象為武漢一所初中的48名初二學(xué)生。研究分為三個(gè)階段:一、在準(zhǔn)備階段,通過(guò)批改學(xué)生作文和教師意見(jiàn)了解學(xué)生英語(yǔ)水平,將學(xué)生分成高中低三個(gè)水平,并分成12組。二、通過(guò)專門(mén)的講解和組織同伴互評(píng),使學(xué)生熟悉這項(xiàng)活動(dòng),并學(xué)會(huì)如何對(duì)同伴的作文給出反饋。三、進(jìn)行教學(xué)實(shí)驗(yàn),提供必要指導(dǎo);三、在教學(xué)實(shí)驗(yàn)結(jié)束后,進(jìn)行問(wèn)卷調(diào)查,并整理收集所有的文本資料。本次研究發(fā)現(xiàn):第一、同伴反饋在文本修改中的效果會(huì)受到評(píng)價(jià)者語(yǔ)言水平的影響,且成正性相關(guān)第二、同伴反饋在文本修改中的效果也會(huì)受到作者語(yǔ)言水平... 

【文章來(lái)源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：57 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
1. Introduction
    1.1 Background of this study
    1.2 Research purposes and significance
    1.3 Layout of the thesis
2. Literature Review
    2.1 Peer feedback
        2.1.1 The definition of peer feedback
        2.1.2 From teacher feedback to peer feedback
        2.1.3 Dimensions of peer feedback
    2.2 The language level of students
    2.3 The influence of students' language level on the effectiveness of peer feedback on composition revision
        2.3.1 The meaning of "effectiveness"
        2.3.2 The effectiveness of peer feedback and students' language level
            2.3.2.1 The reviewer's language level
            2.3.2.2 The author's language level
            2.3.2.3 The interaction between language level of the author and the reviewer
3. Theoretical Background
    3.1 Process writing theory
    3.2 Zone of proximal development
    3.3 Learner autonomy
4. Research Design
    4.1 Research questions
    4.2 Context and participants
    4.3 Research instruments
        4.3.1 Questionnaire
        4.3.2 Students' first compositions, second compositions, and peer review sheets
    4.4 procedures
        4.4.1 Preparation
        4.4.2 Formal implementation
        4.4.3 Collecting the data
    4.5 Data collection and analysis
        4.5.1 Collecting students' first drafts and second drafts
        4.5.2 Collecting the questionnaires
5. Results and Discussion
    5.1 The influence of the reviewer's language level on the effectiveness of peer feedback
        5.1.1 The practicality of the feedback from reviewers of different levels
        5.1.2 The adoption of the feedback from reviewers of different levels
        5.1.3 The correct revisions produced by reviewers of different language levels
    5.2 The influence of the author's language level on the effectiveness of peer feedback
        5.2.1 The practicality of feedback received by authors of different language levels
        5.2.2 The adoption of peer feedback of authors of different language levels
        5.2.3 The correct revision of different level authors
    5.3 The influence of the interaction between the reviewer's and the author's language level on the effectiveness of peer feedback
        5.3.1 The effectiveness of peer feedback between pairs of the same language level
        5.3.2 The effectiveness of peer feedback of pairs with language level gap
        5.3.3 The comparison of the effectiveness of peer feedback from pairs withlanguage level gap and pairs of the same level
6. Conclusion
    6.1 Major findings
    6.2 Implication
    6.3 Limitations of this research
    6.4 Suggestions for further study
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Peer review sheet



本文編號(hào)：3205686