同伴互评在高中英语写作教学中的应用研究 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-03-17编辑:lgg点击率:6731
论文字数:39658论文编号:org201703152017499873语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文高中英语同伴互评写作能力
摘要:本文是高中英语教学论文,本研究以安阳市一中高二(一)班的 48 名学生为研究对象,采用问卷调查、测试、访谈和课堂观察等研究工具开展了为期四个月的行动研究。
sp;in the table, in the pre-questionnaire, eight students (16.6%) stated that English writing was important, and they were willing to spend much time on writing. That is to say, most students (83.4%) did not realize the significance of English writing, and they spent little time on writing. Whereas, in the post-questionnaire, more than 62.5% students deemed English writing played an important part in English writing, and it was necessary to pay more attention to it, which indicated that students’ attitudes toward English writing has changed a lot. As to Item 3, 11 students (22.9%) did not believe that English writing was the big challenge for them in the pre-questionnaire. While in the post-questionnaire, only 13 students (27.1%) students regarded English writing as a challenge. To some extent, it was not difficult for them to write after peer review was implemented to the English class.
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Conclusion
During the research, the author applied peer review to the teaching of English writing. The major findings are summarized and explained as follows: The main problems and their causes During the process of the action research, the author discovered that the high-level students and the moderate-level students gradually got interested in English writing with their understanding of peer review. These students began to attach much importance to English writing, because they obtained joy and confidence from the process of writing, which made them get strong achievement and encouraged them to write more. However, there still existed some problems. For example, some moderate-level students worried that their peers could not find out advantages and disadvantages because they were in the same level of English writing and they could not provide constructive information for peers. Thus, although the moderate-level students stated that they were interested in writing, there was no significant difference in their scores of writing in the mid-term examination. The content of their writing was empty, and the structure was not clear, which implied that their writing ability has not been greatly improved. As for low-level students, they showed little interest in writing class. Some low-level students just talked about something unrelated with the topic when
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