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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:2024-08-20编辑:vicky点击率:37
论文字数:48666论文编号:org202408181441165415语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇高中英语教学论文,本研究表明动态评价理论视角下,将多元反馈模式应用于高中英语写作教学为高中英语教师写作教学提供了新的方法和视角。它能充分发挥学生的主体地位,增强学生的写作积极性,并通过多稿写作和反复修改帮助学生提高写作成绩,培养其自主学习的能力。
4.1 Results and discussion about writing tests
To answer the first question of this study,the researcher organizes two writing testsseparately in the control class and the experimental class,one is performed before theexperiment and the other is performed after the experiment.Then,the results of the twowriting tests are analyzed as follows.
4.1.1 Results and discussion about pre-test in EC and CC
Before the experiment,a pre-test is conducted in the experimental class and thecontrol class to investigate whether the two classes students’writing achievements are atthe same level.When the students in the two classes are of similar writing proficiency,theexperiment could be conducted.Therefore,Descriptive Statistics and IndependentSamples T-test are used to reveal the differences in English writing performance betweenthe two classes before the experiment.
Chapter Five Conclusion
5.1 Major findings
Based on the DA,this study is conducted with two parallel classes of senior three toexplore the effectiveness of the multi-feedback mode by means of tests,questionnaire andinterviews.The researcher conducts a study lasting for 11 weeks,and finally analyzes anddiscusses the data obtained from the tests and questionnaire survey.In addition tocollecting data from tests and questionnaire,the interview records after each round of thefeedback and the interview after the whole experiment are also collected.Based on above,the following conclusions are reached.
First of all,the multi-feedback mode based on DA has a positive effect on theimprovement of students’English writing achievements.Through the analysis of theresults of the pre-test and post-test,the writing scores of the experimental class aresignificantly different from those of the control class after the experiment.From thepost-test results,the writing scores of the two classes are all improved,however,comparedwith the experimental class students who adopt multi-feedback,the progress of the controlclass is not significant.This shows that the students’English writing in experimental classhas achieved good results after the experiment.It can be concluded that the multi-feedbackmode combining teacher feedback,peer feedback and self-feedback under the guidance ofDA can promote the improvement of English writing achievements.
First of all,the multi-feedback mode based on DA has a positive effect on theimprovement of students’English writing achievements.Through the analysis of theresults of the pre-test and post-test,the writing scores of the experimental class aresignificantly different from those of the control class after the experiment.From thepost-test results,the writing scores of the two classes are all improved,however,comparedwith the experimental class students who adopt multi-feedback,the progress of the controlclass is not significant.This shows that the students’English writing in experimental classhas achieved good results after the experiment.It can be concluded that the multi-feedbackmode combining teacher feedback,peer feedback and self-feedback under the guidance ofDA can promote the improvement of English writing achievements.
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