同级融合式反馈在高中英语写作教学中的实证研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-09-18编辑:lgg点击率:5996
论文字数:39621论文编号:org201609171747068457语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文同伴反馈自我反馈学习者自主性
摘要:本文是高中英语教学论文,本文通过 SPSS17.0 的数据分析得知,实验班的学生写作成绩获得了很大提高。对英语写作的态度问卷表明采用同级融合式反馈之后,学生对英语写作具有了更加积极的态度。
icism or information about how good or useful sth. or sb.’s work is or the unpleasant noise produced by electrical equipment such as an amplifier when some of the power returns to the system.” Feedback can be given with different forms, including oral or written form, direct or indirect form, positive or negative form. What’s more, feedback, in general, is made up of self feedback, peer feedback and teacher feedback. Certainly, no matter which form of the feedback is, the aim is to help learners improve abilities, master skills and arouse interests during the process of learning.
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2.2 Theoretical basis of the same level fusion feedback
Previous studies will be presented in this chapter. Theoretical basis of feedback are given, including the process writing theory, cooperative learning theory, the zone of proximal development and metacognitive theory. The process writing influenced by the communicative language teaching emerged in the late 1960s and early 1970s. The appearance of process writing is relative to the product writing which pays more attention to form more than meaning, product forereaching process. Just like Tribble (1996: 39) points out process-oriented approach is “an approach that stresses the importance of individual writer’s creativity, and which do not pay more attention to the imitation of models or textbooks but to the development of writing practices”. Therefore, in the whole process of writing, there are five steps: prewriting, drafting, providing feedback, revising and final draft. In the first step, Ng (2000: 61) points out “four kinds of activities are contained, including brainstorming, clustering, rapid free writing and questioning”. Brainstorming is that students are asked to collect all kinds of information about the writing topic as much as possible whatever the information is right or wrong, which is a necessary preparation. In the clustering activity, students gather relevant words or phrases which can be much easier when they really write. Then in the rapid free writing, students can write whatever they want without considering whether grammars, vocabularies are right or not. The rapid free writing is an extremely good writing skill to overcome rigidity of thinking. When students have a basic understanding about the writing topic, they are asked to write an outline by making questions with when, where, who, what and why. The second step is draft
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