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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-02编辑:lgg点击率:4271
论文字数:37945论文编号:org201707311627326077语种:英语 English地区:中国价格:$ 66
摘要:本文是高中英语教学论文,本文尝试探讨用同伴反馈理论来指导高中英语写作教学实践,在高中英语写作教学中,采用小组同伴反馈的方式,并探究此方法能否有效地提高英语写作教学效果。
This section mainly talks the results about whether Students’ English writinginterest improved with the application of optimized group peer-feedback, whichanswers the first research question of this study.In this part, students’ attitude towards English writing teaching will be analyzed.Therefore, a discussion on the effects of peer-feedback writing teaching on improvingstudents’ interest will be conducted in this part based on the results of thequestionnaires and interviews in this writing teaching experiment.At the end of this experiment, in order to further understand students’ opinionstowards peer-feedback, the author randomly chose 20 students from the experimentalclass to conduct the interviews. The results are as follows:For the first question, the twenty students showed their different opinions aboutthe peer-feedback activities of writing teaching in this semester. 95% of the studentslike the way of peer-feedback, and they think that it is beneficial to their writing.About 5% students still can not accept the way of peer-feedback.About the second question, all the students think that peer-feedback is effective.In their opinion, the peer-feedback activities can enhance their readers’ consciousness,reduce writing anxiety, make up for deficiencies in their compositions, and promotethe quality of text.As for the third question, half of the students said that their attitude towardspeer-feedback has changed. At the beginning, they didn’t know about thepeer-feedback and doubted the way and effects of peer-feedback. But after thetraining, the know about the concept, the way, and the benefits of peer-feedback.Slowly, they accept peer-feedback and like the way in writing finally.
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