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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-04-07编辑:vicky点击率:341
论文字数:53222论文编号:org202403281452065210语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇英语语法论文,本文在前人的研究基础上,将教师反馈与同伴反馈相结合应用在高中英语写作教学中,探讨其对写作动机和写作成绩的影响,对以往的研究做进一步的补充。
本文是一篇英语语法论文,本文是一篇英语语法论文,本文在前人的研究基础上,将教师反馈与同伴反馈相结合应用在高中英语写作教学中,探讨其对写作动机和写作成绩的影响,对以往的研究做进一步的补充。
Chapter One Introduction
1.1 Research Background
The'General High School English Curriculum Standards(2017 Edition,2020Revision)'clearly proposes to cultivate students'core literacy,including thefour-dimensional goals of language ability,cultural awareness,thinking quality,andlearning ability.Among them,language ability refers to the ability to use existingknowledge in common specific contexts,effectively use spoken and written languageto express meaning,and conduct interpersonal communication,including listening,speaking,reading,reading,and writing.Writing is one of the important ways toimprove the core literacy of students in English.However,there are still manyproblems in English writing teaching.First,the utilization efficiency of writingcourses still needs to be improved,and there is a lack of scientific teaching methods.In traditional writing teaching,the teaching process mainly refers that teachersassigning writing tasks for students and students writing drafts by themselves beforereceiving teachers'written feedback.The time in class is mainly used for students toconceive and write.In the process,students do not learn knowledge about writing,nordo they improve their writing ability.Secondly,in the writing class,teachers directlyassign tasks to students to write.Students do not know what to write for and lack themotivation to write,just to complete the writing task mechanically,and they are in astate of passive learning(Wang,2014).Finally,teachers have a heavy workload tocorrect their compositions,which requires a lot of time and energy,and the feedbackis also lagging(Dong,2018;Xu,2021).For the evaluation of students'writing results,only the teacher is the main assessor of evaluation.The correction time for students'writing is long,and students rarely participate in the evaluation.After the teacher's feedback,most students will not analyze and correct the content of the feedback indetail and they do not care about the evaluation results.Zhou(2013)also pointed outthat composition evaluation is time-consuming and inefficient,which not onlyincreases the burden on teachers,but also this feedback cannot improve students'writing performance obviously.
1.2 Purpose and Significance of the Research
1.2.1 Purpose of the Research
Feedback is an important part of English writing teaching.At present,the mostadopted feedback methods are teacher feedback and peer feedback.As a traditionalfeedback method,teacher feedback has an important impact on students'writingmotivation and writing performance.Besides,peer feedback serves as one of theeffective ways of feedback,and teacher feedback or peer feedback fails to meet theneeds of writing teaching.Therefore,teacher feedback and peer feedback should becombined so that the advantages complement each other and maximize the feedbackeffect(Cássia,1994;Jacobs,1998;Bai,2013).Eventually,the implementation ofactive and effective multiple evaluation can stimulate students'learning motivation,and the enhancement of learning motivation is conducive to promoting theimprovement of writing performance.Therefore,this study combines teacherfeedback and pee本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。