高中英语写作教学同伴评阅行动研究

发布时间：2018-05-26 10:37

本文选题：英语写作教学 + 同伴评阅　；参考：《南京师范大学》2015年硕士论文

【摘要】：作为写作过程的一部分,作文反馈及其有效性,引起了教师和研究者的关注。传统的写作教学中教师的角色是布置写作、评阅作文；学生则是被动地接受任务、接受反馈。过程写作教学则强调学生的积极参与,“同伴评阅”是其中的重要组成部分。在这一过程中,教师提供的脚手架起到了关键作用。学生在评阅对方作文的同时,也可以反省自己的作文在内容、结构、语言等方面的不足,从而共同提高。笔者尝试进行了一项同伴评阅作文的行动研究。本研究是以南京某高中的一个班级为研究对象,探究同伴评阅对高中生的英语作文评阅能力和写作成绩的影响。研究持续了四个月,第一阶段的行动包括问题摸底、动员培训、布置互评任务,并观察初步效果。第二阶段的行动加强了教师的脚手架作用,提供更多评阅指导,特别是作文评价标准(内容、结构、语言等)。研究者进行了前期、中期和后期的学生作文及作文评阅的数据收集,并对其进行了定量与定性分析：就评阅能力而言,主要从学生评阅的内容、方式和有效性等方面进行对比分析；就写作成绩而言,一是对比全班学生首次与末次的作文均分,二是抽取部分学生的首次和末次作文,从准确度、复杂度和流畅度方面进行对比分析。所有定量的对比分析均使用SPSS16.0进行显著性检验。数据结果表明,实施同伴评阅行动后,学生的作文评阅能力明显改善,他们可以通过更有效的方式、对作文做出更加全面的评阅,尤其是开始更关注内容而不仅是语言；同时,学生的英语写作成绩也有所提高,主要表现在内容表达更流畅有效、语言形式使用更准确,不过在语言复杂度上还没有明显的变化,这有待于进一步研究。
[Abstract]:As part of the writing process, writing feedback and its effectiveness have attracted the attention of teachers and researchers. In the traditional writing teaching, the teacher's role is to arrange and read the composition, while the students accept the task passively and receive feedback. Process writing teaching emphasizes the active participation of students, peer review is an important part of it. In this process, the scaffolding provided by the teacher played a key role. At the same time, students can also reflect on their composition in content, structure, language and other deficiencies, so as to improve together. The author tries to conduct an action study on peer review of composition. In this study, a high school class in Nanjing was studied to explore the influence of peer review on high school students' English composition evaluation ability and writing achievement. The first phase of the study, which lasted four months, included problem mapping, mobilization training, assignment of mutual assessment tasks, and observation of initial effects. The second phase of action strengthens the role of scaffolding for teachers and provides more guidance, especially in writing evaluation criteria (content, structure, language, etc.). The researchers collected the data of students' composition and composition review in the early, middle and late stages, and analyzed it quantitatively and qualitatively. As far as writing achievement is concerned, one is to compare the average scores of the first and last compositions of the whole class, the other is to draw out some students' first and last compositions, and from the accuracy, The complexity and fluency are compared and analyzed. All quantitative comparative analyses were performed with SPSS16.0 for significance test. The results show that after peer review, students' ability to evaluate compositions is improved significantly, and they can make more comprehensive reviews of compositions in a more effective way, especially by starting to pay more attention to content and not just language; at the same time, The students' English writing scores are also improved, mainly because the content is more fluent and effective, and the language form is more accurate. However, there is no obvious change in language complexity, which needs further study.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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