同伴评价与自我评价在高中英语写作教学中的有效性研究

发布时间：2018-03-15 21:41

本文选题：高中英语　切入点：写作　出处：《淮北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在高中英语学习中,写作技能是学生需要掌握的一项重要的语言技能,如何提高学生的英语写作能力、完善英语写作教学方法一直是研究者关注的课题。作为英语写作教学中的一个重要部分——写作评价,其使用的效果直接影响学生写作能力的提高和写作教学的有效性。长期以来,我国高中的写作教学的评价方式都采用单一的教师评价的模式,写作教学过程固定,这严重影响了学生写作的积极性与主动性。随着过程教学法在外语教学中的提倡,以学生为中心、增强学生主体性理念的推广,很多教育者开始试图改变这种写作教学模式,探索新型的综合的评价方法。本研究结合作者的教学实践,在过程教学法、建构主义、元认知理论的基础上,在高中英语写作教学中引入同伴评价与自我评价的方式,开展为期三个月的实证研究,拟探讨的关键问题有:(1)高中生对英语写作的态度如何,对自己在英语写作中所存在的问题的认识以及对现有的写作评价方法的看法如何;(2)高中生以及高中英语教师对新型评价方法:同伴评价与自我评价的态度如何;(3)自我评价与同伴评价相结合的教学方法在高中英语写作教学中的有效性如何,能否应用到以后的英语写作教学之中。作者在淮北师范大学附属实验中学选取了高三两个班级作为实验班和控制班,采用了定量和定性的研究方法,寻求这三个问题的答案,实验班运用了同伴评价与自我评价相结合的写作训练方法,控制班运用传统的教师评价的方法,利用问卷调查、互评与自评量表、学生写作测试、访谈等手段进行研究,结果表明:(1)学生对英语写作缺乏兴趣与信心,他们认为单一的教师评价对写作能力的提升效果有限。(2)同伴评价与自我评价的方式受到了大部分学生的喜爱和认可,尤其是高水平的学生;(3)同伴评价与自我评价的方法对学生写作能力和积极性的提高有积极的帮助,是教师评价良好的补充。基于以上研究与发现,同伴评价与自我评价的方法虽然实施起来有一定的难度,但是对英语写作的作用是值得肯定的,有一定的教学实践价值。
[Abstract]:In high school English learning, writing skill is an important language skill that students need to master. How to improve students' English writing ability? Improving the teaching methods of English writing has always been a topic of concern to researchers. As an important part of the teaching of English writing, writing evaluation is an important part of English writing teaching. The effect of its use directly affects the improvement of students' writing ability and the effectiveness of writing teaching. For a long time, the evaluation methods of writing teaching in senior high schools in our country have adopted a single teacher evaluation model, and the writing teaching process is fixed. This has seriously affected the enthusiasm and initiative of students in writing. With the promotion of process teaching method in foreign language teaching, the concept of "student-centered" and "enhancing students' subjectivity", many educators have begun to try to change this writing teaching mode. This study combines the author's teaching practice with the introduction of peer evaluation and self-evaluation in senior high school English writing teaching on the basis of process approach constructivism and metacognitive theory. A three-month empirical study was conducted. The key question to be discussed is the attitude of senior high school students to English writing. (2) High school students and senior high school English teachers' attitude towards the new evaluation methods: peer evaluation and self-evaluation; (2) how to understand the problems existing in English writing and how to think about the existing writing evaluation methods? (2) High school students and senior high school English teachers' attitude towards the new type of evaluation: peer evaluation and self-evaluation; How effective is the combination of self-evaluation and peer evaluation in the teaching of English writing in senior high school? Whether it can be applied to the future English writing teaching, the author chooses two classes of Senior three as the experimental class and the control class at the affiliated Experimental Middle School of Huaibei normal University, and adopts quantitative and qualitative research methods to find the answers to these three questions. The experimental class used the writing training method of combining peer evaluation and self-evaluation, the control class used the traditional method of teacher evaluation, using questionnaire survey, mutual assessment and self-rating scale, students' writing test, interviews and other means to carry on the research. The results show that the students lack interest and confidence in English writing. They think that a single teacher evaluation has a limited effect on the improvement of writing ability. (2) Peer evaluation and self-evaluation are popular and accepted by most of the students. In particular, the methods of peer evaluation and self-evaluation have a positive effect on the improvement of students' writing ability and enthusiasm, and are a good supplement to teachers' evaluation. Although the method of peer evaluation and self-evaluation is difficult to carry out, the effect of peer evaluation and self-evaluation on English writing is worthy of recognition and teaching practice.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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