發(fā)布時(shí)間：2021-06-19 14:34

　　《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》（2017）提出,高中英語(yǔ)課程旨在培養(yǎng)和發(fā)展學(xué)生的聽(tīng)、說(shuō)、讀、看、寫(xiě)五項(xiàng)基本能力,寫(xiě)作是學(xué)生不可或缺的核心素養(yǎng)之一。但是,目前以教師為中心的寫(xiě)作教學(xué)依然常見(jiàn),學(xué)生在寫(xiě)作方面依然存在困難。隨著以計(jì)算機(jī)為媒介的交流方式的發(fā)展,以計(jì)算機(jī)為媒介的同伴互評(píng)方式也逐漸被應(yīng)用于實(shí)際教學(xué)過(guò)程中。以計(jì)算機(jī)為媒介的同伴互評(píng)是一種新興的同伴互評(píng)方式,它以傳統(tǒng)的面對(duì)面同伴互評(píng)為基礎(chǔ)、結(jié)合了以計(jì)算機(jī)為媒介的交流方式。盡管很多研究已然證明同伴互評(píng)作為一種反饋方式,對(duì)提高學(xué)生的寫(xiě)作質(zhì)量和寫(xiě)作能力均有積極影響,但是多數(shù)則局限于傳統(tǒng)的面對(duì)面同伴互評(píng)模式,僅有少量研究比較了新興的以計(jì)算機(jī)為媒介的同伴互評(píng)和傳統(tǒng)的面對(duì)面互評(píng)。關(guān)于FFPR和CMPR在提高寫(xiě)作總體質(zhì)量上有何異同以及學(xué)生對(duì)這兩種互評(píng)方式中所產(chǎn)生的評(píng)論的態(tài)度等問(wèn)題,相關(guān)研究更是寥寥可數(shù)。此外,如果教師在實(shí)際教學(xué)過(guò)程中不能合理地利用現(xiàn)代教育技術(shù),這樣非但達(dá)不到預(yù)期的教學(xué)效果,且耗時(shí)耗力。因此,教師們透辟地領(lǐng)悟不同同伴互評(píng)模式的優(yōu)點(diǎn)與不足并正確地挑選最適宜學(xué)生的同伴互評(píng)模式對(duì)于更加高效地實(shí)施寫(xiě)作教學(xué)、實(shí)現(xiàn)教學(xué)目標(biāo)至關(guān)重要。本文基于過(guò)程寫(xiě)作法、合... 

【文章來(lái)源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：88 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 The Definition and Classification of Peer Response
        2.1.1 The Definition of Peer Response
        2.1.2 The Classification of Peer Response
    2.2 Relevant Research
        2.2.1 Research on FFPR
        2.2.2 Research on CMPR
        2.2.3 Comparative Studies on FFPR and CMPR
    2.3 Theoretical Foundations
        2.3.1 The Process Writing Approach
        2.3.2 Cooperative Learning
        2.3.3 Zone of Proximal Development
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Instruments
        3.3.1 The Rubrics for Peer Response
        3.3.2 Writing Tasks
        3.3.3 Questionnaire
        3.3.4 Semi-structured Interview
    3.4 Research Procedures
        3.4.1 Pre-training
        3.4.2 Implementation
        3.4.3 Questionnaire
        3.4.4 Semi-structured Interview
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Comparison of Peer Comments of the Two Modes
        4.1.1 Features and Differences of Peer Comments
        4.1.2 Features and Differences of Impact on Revision
    4.2 Impact on Writing Quality
    4.3 Students' Attitudes towards FFPR and CMPR
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications for Pedagogy
    5.3 Limitations and Suggestions
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ
    Appendix Ⅶ
攻讀學(xué)位期間科研成果



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