同伴反馈在初中英语写作教学中的运用研究
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同伴反馈在初中英语写作教学中的应用研究
同伴反馈在初中英语写作教学中的应用研究在初中英语写作教学中，同伴反馈是一种有效的教学方式。
同伴反馈能够提高学生的写作能力，并且能够激发学生的学习兴趣和积极性。
本文将探讨同伴反馈在初中英语写作教学中的应用研究，包括同伴反馈的好处、同伴反馈的实施步骤以及同伴反馈的注意事项。
一、同伴反馈的好处1. 提高学生的写作能力。
同伴反馈可以让学生在写作过程中不断调整自己的写作思路和风格，从而提高自己的写作能力。
2. 激发学生的学习兴趣和积极性。
学生在进行同伴反馈时，可以发现自己写作的不足之处，并且在同伴的帮助下改进自己的文章。
这种合作学习的方式可以激发学生的学习兴趣和积极性。
3. 增强学生的批判性思维能力。
在进行同伴反馈时，学生需要对同伴的文章进行分析和评价，这可以帮助学生培养批判性思维能力。
4. 增强学生的自信心。
在同伴的鼓励和支持下，学生可以更加自信地进行写作，同时也可以更加自信地面对挑战和困难。
二、同伴反馈的实施步骤1. 给学生提供写作任务。
在进行同伴反馈前，教师需要先给学生提供写作任务，包括主题、字数限制和写作要求等。
2. 学生自主完成写作任务。
学生需要在规定的时间内完成写作任务，并将文章交给同伴进行反馈。
3. 学生进行同伴反馈。
学生需要在反馈表上对同伴的文章进行评价和评分。
评价的内容包括文章的主题、结构、语言表达和语法错误等方面。
4. 教师进行诊断性评价。
教师需要对学生的写作进行诊断性评价，及时反馈学生的写作优劣，并提出改进意见。
5. 学生根据反馈意见进行修订。
根据同伴和教师的反馈意见，学生需要及时对自己的文章进行修订。
三、同伴反馈的注意事项1. 操作流程要清晰。
在进行同伴反馈前，教师需要对操作流程进行讲解，并保证学生能够清楚地理解整个流程。
2. 鼓励积极参与。
教师需要鼓励学生积极参与同伴反馈活动，尤其是有些学生可能没有信心或经验，需要特别关注和帮助。
3. 给学生更多的自主权。
在写作和反馈的过程中，教师应该给学生更多的自主权，让学生有更多的自我发挥空间。
同伴反馈在初中英语写作教学中的应用研究
同伴反馈在初中英语写作教学中的应用研究同伴反馈在初中英语写作教学中的应用研究随着我国的教育体制改革不断深化，教学方法也得到了一定的改进和升级，其中同伴反馈作为一种重要的教学方法被广泛应用于初中英语写作教学中。
本文从同伴反馈在初中英语写作教学中的应用入手，综述其意义，介绍其主要作用，并探讨如何进行同伴反馈，以及如何利用反馈的结果提升学生的英语写作水平。
一、同伴反馈在初中英语写作教学中的意义同伴反馈是指在教学过程中，学生由彼此之间进行交流，交换意见，针对自己的作品进行讨论和评价，从而达到相互促进、相互提高的目的。
同伴反馈在初中英语写作教学中的意义主要有以下几个方面：1、培养学生的写作意识和交流能力在同伴反馈的过程中，学生需要对自己的作品进行深入的思考和分析，之后进行交流讨论，并给出具体的意见和建议。
这种交流会帮助学生更好地理解写作的本质和方法，提高他们的交流能力和团队合作能力。
2、促进学生的写作技能和水平提高同伴反馈不仅能给学生提供具体的建议和意见，而且可以在这个过程中让学生发现自己写作中的短板，进而改进自己的写作技巧和方法，提升整体的写作水平。
3、激发学生的写作兴趣和动力学生在同伴反馈中不仅可以获得他人的点评，还可以了解到其他同学的想法和观点，从而充实自身的知识和想象力，激发学生的写作热情，增强学生的自信心和竞争力。
二、同伴反馈在初中英语写作教学中的主要作用同伴反馈在初中英语写作教学中的主要作用如下：1、在语言学习中，激发学生的写作兴趣和培养写作习惯通过同伴反馈，学生会更加关注自己的语言表达，意识到写作的重要性，促进了学生的写作兴趣和写作习惯的培养。
2、提高学生的语言表达能力同伴反馈能够明确学生的语言表达能力弱点，有针对性地提出改进建议，从而帮助学生不断完善自己的语言表达能力。
3、增强学生的自信心在同伴反馈过程中，学生能够获得一定的肯定和认可，从而增强学生的自信心，激发他们更好地完成自己的任务。
三、同伴反馈的实际操作方法同伴反馈是将同学们分组进行的小组合作，每个小组分为4-5人。
同伴反馈对初中英语记叙文写作教学的影响
同伴反馈对初中英语记叙文写作教学的影响学科教学（英语）硕士研究生：王柯雯 指导教师：杨颖育摘要：英语写作是英语语言学习中的重要组成部分，它能够反映出学生的语言综合运用能力。
同时，它也是初中英语教学的薄弱环节。
初中英语写作教学大多采用教师反馈的方法，导致学生的主体作用体现不足，常常出现教师批改费时费力，而学生只关注分数的现象。
因此，写作教学方式的改进引起了许多专家和学者的关注。
20世纪70年代，同伴反馈活动逐渐成为英语国家写作教学的重要环节。
我国已有学者在大学、高职院校、高中对该方法进行实验研究，但鲜有人将其运用于初中英语写作教学，将文体细化到记叙文来进行研究的也不多。
因此，本文将具体探究同伴反馈对初中英语记叙文写作教学的影响。
本研究基于合作学习理论和过程写作法理论，在初中英语记叙文写作教学中运用同伴反馈去探究初中（主要是初三）学生对待同伴反馈的态度以及同伴反馈的应用对初三英语记叙文写作中语言表达准确性的影响。
为探究以上两个问题，作者选取了深圳市红桂中学初三五班为研究对象，主要采用问卷，测试，采访的研究方法收集数据。
最后，通过对数据的分析和讨论，得出以下结论：首先，大部分学生对同伴反馈持积极态度，并表示希望在今后的写作课中继续采用同伴反馈。
其次，同伴反馈的运用有助于减少初三学生在英语记叙文写作中语言表达的常见错误，从而使学生的语言表达逐渐准确。
最后，实验证明同伴反馈是有一定积极作用的，对初中英语写作教学具有一定的指导作用和借鉴意义。
同伴反馈可以作为教师反馈的重要补充形式，教师在这一过程中始终要扮演着引导监督的角色。
教师灵活运用同伴反馈，可以有助于初中英语的写作教学。
关键词：同伴反馈，初中英语教学，记叙文写作，影响IIThe Effects of Peer Feedback on English Narrative WritingTeaching in Junior High SchoolAbstractMA Candidate: Kewen Wang Advisor: Yingyu YangEnglish writing is an important part in English learning which can reflect students’ language comprehensive ability. Meanwhile, English writing is also a weak link in English teaching. The traditional English writing teaching in middle school mainly adopts the method of teacher feedback which ignores the students’ principal position so that the phenomenon that teachers spend a lot of time and efforts on correcting students’ composition while the students only focus on the grades happens frequently. Thus, the improvement of writing teaching methods has attracted the attention of many experts and scholars. In the 1970s, peer feedback has gradually become an important part of writing teaching in English-speaking countries. In China, some scholars have done some experimental researches on this method in universities, vocational colleges and senior high schools, but few of them apply it to junior high school English writing teaching. What’s more, fewer of them focus on the English narrative writing. Therefore, this research aims to investigate the effects of peer feedback on junior English narrative writing teaching.Based on the theories of cooperative learning and process writing, this study applies the peer feedback to English narrative writing teaching in junior high school to explore junior high school students’ attitude (mainly Grade 3 students) towards peer feedback and the effects of peer feedback on the accuracy of language expression in English narrative writing. In order to explore the two questions above, the author selects Class 5, Grade 9, Honggui Middle School in Shenzhen as the research participants. This study mainly adopts the research methods of questionnaire, interview, tests to collect IIIIIIdata. At last, through the analysis and discussion of the data, the research results can be summarized as follows: firstly, most of students have a positive attitude towards peer feedback, and they hope that peer feedback can continue to be used in the future writing class. Secondly, the application of peer feedback helps to reduce the common mistakes in English narrative writing, so as to make the students’ language expression becomes accurate gradually. Finally, the experiment proves that peer feedback plays an active role in English writing teaching of junior high school and also has certain guidance and reference significance for junior high school English writing teaching. Peer feedback can be an important supplementary form of teacher feedback, and teachers should always play the role of guider and supervisor in this process. The writing teaching in junior high school can be improved through the flexible application of peer feedback.Key words: peer feedback, English teaching in junior high school, English narrative writing, effects.IVContents摘要 (I)Abstract (III)Chapter One Introduction (1)1.1 Background of the Research (1)1.2 Significance of the Research (3)1.3 Purpose of the Research (4)1.4 Structure of the Research (5)Chapter Two Literature Review (6)2.1 An Introduction to Peer Feedback (6)2.1.1 The Definition of Peer Feedback (6)2.1.2 The Applicability of Peer Feedback Based on English Curriculum Standard .. 7 2.2 The Current Situation of English Writing Teaching in Junior High School (7)2.3 English Narrative Writing in Junior High School (8)2.3.1 The Introduction of English Narrative Writing in Junior High School (9)2.3.2 Common Mistakes in English Narrative Writing for Junior High SchoolStudents (12)2.4 The Theoretical Support of Peer Feedback (12)2.4.1 Cooperative Learning Theory (12)2.4.2 Process Writing Theory (14)2.5 The Research Status at Home and Abroad (15)2.5.1 Previous Studies of Peer Feedback in Writing Teaching Abroad (15)2.5.2 Previous Studies of Peer Feedback in Writing Teaching at Home (16)Chapter Three Methodology (19)3.1 Research Questions (19)3.2 Research Participants (19)V3.3 Research Instruments (20)3.3.1 Questionnaire (20)3.3.2 Tests (22)3.3.3 Interview (23)3.4 Research Procedures (24)3.4.1 Before the experiment (25)3.4.2 During the experiment (26)3.4.3 After the experiment (27)3.5 Data Collection and the Method of Analysis (28)3.5.1 Data Collection (28)3.5.2 The Method of Data Analysis (28)Chapter Four Results and Discussion (32)4.1 Students’ Attitude towards Peer Feedback (32)4.2 Effects of Peer Feedback on Students’ Accuracy of Language Expression in English Narrative Writing. (32)Chapter Five Conclusion (47)5.1 Major Findings of the Research (47)5.2 Implication of the Research (49)5.3 Limitations of the Research (50)Bibliography (51)Appendix (56)Acknowledgements (72)VIChapter OneIntroductionIn this chapter, a brief introduction is provided. First, the background of the research is introduced. Then, the purpose and the significance of the application of peer feedback to English writing teaching are illustrated. Lastly, the structure of the research is introduced one by one.1.1 Background of the ResearchEnglish is a compulsory course for students in the primary education stage in China, and the New English Curriculum Standard insists that the cultivation of language skills is one of the important tasks for the English education in junior high school, which include listening, speaking, reading and writing. Among them, writing skill is one of the important parts of the language skills, which can best reflect students’ English proficiency. However, English writing has always been a difficult part not only for the teacher to teach but also for the students to learn.The English Curriculum Standard (2011 Edition) adopts the international general grading method and divides the English curriculum objectives into nine levels based on the proficiency level. Junior high school students are required to achieve learning goals of level 3, level 4 and level 5 respectively. The last item in the goal of level 3 in writing skill states that students can describe a series of pictures with phrases or sentences and students can write a simple story which also means the junior high school stage is the beginning stage for Chinese students to learn English writing, so that cultivating a good writing skill is the common goal for English teachers in junior high school. Although most of teachers have realized the importance of English writing, the traditional product-oriented approach is still regarded as the main teaching method which ignores students’ subjectivity in junior high school. This product-oriented approach always focuses on the writing products which indicates that teachers pay more attention to the results of students’ writing in English writing teaching. Jiang Tao (2009) points out that1the teaching process in the product-oriented approach is as follows: first, teachers provide model texts to analyze and explain them, then students imitate the model texts to write, and finally teachers grade them and comments their composition according to the difficult parts. The whole writing process of students is completed under the control of teachers so that they are not motivated to improve their writing and the writing process is always dull and tedious. Li Sen (2000) believes that the product-oriented approach ignores the complexity of the writing process and fails to fully understand the difficulties that the students encounter with in the writing process. In addition, restricted by time and energy, teachers often fail to understand the specific problems in each student’s writing so that timely and effective guidance are not provided to the students for the problems and difficulties in the process of students’ writing. In fact, the teachers often just make some simple comments to students’ composition, and students also just pay more attention to the grades than the comments. Few students will think about how to improve their writing and what they are supposed to do. Therefore, students are always lack of enthusiasm in English writing and the rate of repeated mistakes is rather high, which leads to the slow progress of students’ writing. Thus, the peer feedback which is a new teaching method might be helpful to solve those problems in the product-oriented teaching method.In order to improve English writing teaching, this paper introduces peer feedback into junior high school and focuses on the English narrative writing, hope to be of some value to English writing teaching. Peer feedback is an important part of the process teaching method, also known as peer revision or peer correction, which can overcome the drawbacks of the product-oriented approach, in which the students become the center of the whole writing teaching activity. The process teaching method pays more attention to students’ thinking development, students’ communicative competence and the content of students’ composition.According to the design plan of Keh (1990: 294-304), the teaching procedures of the process teaching method can be divided into the following parts:prewritingfirst draftpeer feedback2second draftteacher evaluationcommunication between teachers and studentsfinal draftPeer feedback plays an important part among these procedures. In the step of peer feedback, students are divided into groups to cooperate with their group members on the basis of the questions raised by the peer feedback evaluation criterion.In this process, students must reflect on their own writing and communicate with their group members, thus students’ enthusiasm and interest can be raised; communication and expression skills can be improved; the good habit of cooperative learning can be formed. In addition, according to the goal of level 4 in compulsory education English Curriculum Standard (2011 Edition), writing skill also clearly indicates that students should be able to draft and modify compositions with the help of teachers or group discussions (2011:16, Ministry of Education). Therefore, it’s necessary for English teachers to apply peer feedback to the English writing teaching in junior high school.1.2 Significance of the ResearchTeaching English writing has always been a difficult problem faced by junior high school English teachers in China and students don’t like to have English writing class. Therefore, the teaching and learning effects of English writing are not satisfactory. The reasons are as follows:on the one hand, students are afraid of the difficulties in English writing and lack self-confidence about their own writing. On the other hand, the teaching method of writing is lack of variety, the evaluation mode is simple and vague, so that students’ writing enthusiasm cannot be aroused and their thinking ability cannot be improved. Thus, how to arouse junior high school students’ enthusiasm and self-confidence in English writing and how to make them think independently are urgent problems to be solved in English education of junior high school. This paper introduces peer feedback which is a helpful writing teaching method to junior high school and teachers can apply this method to the experimental class so that English writing teaching can be improved.In addition, this paper tries to narrow the objects down to narrative writing genre. First of all, On the basis of the compulsory education English Curriculum Standard (2011 Edition), students are required to be able to describe a series of pictures in a3phrase or sentence and write simple story in the goal of level 3. Then, students are required to be able to use common connectives to represent order of time and logical relations of event; students should be able to describe a person or event. These two items are required to be achieved in the goal of level 5 (2011:16, Ministry of Education). These requirements in English Curriculum Standard are the good explanation of the importance of English narrative writing in junior high school. Narrative writing is the main content of English writing teaching and training in junior high school and it is always the first choice of junior high school students. What’s more, Narrative writing is the most basic, most common and important form of written expression compared to other genres in junior high school writing. However, how to write an English narrative well is also a problem that many students are worried about. The competence of English narrative writing for junior high school students is generally weak. Therefore, the teaching of English writing in junior high school should lay more emphasis on the teaching of narrative writing.It is clear to see that many studies are concerned with the feasibility of peer feedback, the effectiveness of peer feedback in English writing. However, due to the difference of environment, time and other factors, the results of the study were quite different and even conflicting, so that some teachers doubt whether peer feedback is effective. Furthermore, those studies pay more attention to the application of peer feedback in English writing teaching in senior high school.Few studies focus on the application of peer feedback in English writing teaching in junior high school. What’s more, the investigation on English narrative writing teaching in junior high school is inadequate. Thus, this paper tries to study the effects of peer feedback on the teaching of English narrative writing and the research participants focuses on the junior high school Grade 3 students, because they are capable enough to revise others’ writing products. It’s necessary to carry out this study to help improve both teachers’ teaching and students’ English writing skills.1.3 Purpose of the ResearchA large quantity of researches focuses on feasibility of peer feedback and the subject are always graduate students, college students and senior high school students. Few of them focuses on the students in junior high school. In addition, the research on English narrative writing is not enough.4Therefore, this study is about the research of performing the peer feedback in English narrative writing class among the students in junior high school. The purpose of this thesis is to find out the effects of peer feedback on the accuracy of students’ language expression in English narrative writing.In addition, students’ attitude towards peer feedback and their attitude towards the effects of peer feedback on English narrative writing are investigated in this thesis. In this research, two questions are answered. First, the question about students’ attitude towards peer feedback. Then, the question about the effects of peer feedback on the accuracy of language expression in English narrative writing from the four categories.1.4 Structure of the ResearchThe thesis will be divided into the following five parts.The first chapter is the introduction. In this chapter, the background, purpose and significance of the research are introduced. The structure of the research is also presented one by one.In chapter two, the literature review is presented. The definition of peer feedback and English narrative writing, the applicability of peer feedback, the common mistakes in English narrative writing are presented. In addition, the theoretical framework of this thesis is briefly reviewed. What’s more, the previous studies of peer feedback are also mentioned.In chapter three, the methodology of this research is explained. The research questions, research participants, research instruments and research procedures are introduced one by one in this chapter, t. In addition, data collection and analysis are presented in this chapter.In chapter four, the results and discussions of the research are presented. There are three parts in this chapter, which includes the findings and discussions of each research question.The last chapter is the conclusion. First, the major findings of the research are illustrated. Then, the author points out the implication of the research. Lastly, the limitations of this research are presented, and some suggestions are given to the related researches in the future.5Chapter TwoLiterature ReviewThis chapter elaborates on the definition of peer feedback, theoretical basis, and the research status at home and abroad. Firstly, the author explains the definition and the applicability of peer feedback. Secondly, the introduction of English narrative writing and its common mistakes are presented. The next part is the theoretical framework of this research. Lastly, the author introduces some previous studies of peer feedback at home and abroad.2.1 An Introduction to Peer Feedback2.1.1 The Definition of Peer FeedbackMany different definitions have been proposed for peer feedback by different scholars. There are many similarities in these definitions. Many definitions of peer feedback refer to the activity of reading, asking questions and providing comments, corrections and suggestions on what the writers have written. Mangelsdorf (1992: 274-293) states that peer feedback is a writing teaching activity that students exchange each other’s composition and give suggestions for revisions to each other. As is pointed out by Kate (2002:14-15), peer feedback is a process in which students can propose some productive revisions when reading other’s drafts. Richard et al (2000) also points out that the peer feedback is an activity in the revision stage of writing. In this process, students are required to read their peers’ compositions, discuss their peers’ composition and give the revision suggestions for their compositions. That is to say, peer feedback is an activity in which learners interact with each other to comment individual drafts through written and oral format. According to Rollinson (2005:23-30), peer feedback is an interaction between group members which encourage a collaborative dialogue.From all these definitions of peer feedback by different scholars, peer feedback can be regarded as an activity in which the students try to play the role of teachers and evaluate their group members’ composition through independent thinking and discussing with group members. What’s more, the advantages of peer feedback are also recognized by6many researchers: firstly, peers have similar levels of development and common interest, so they are easier to communicate with. Secondly, peer feedback can help students realize some problems in their writing. Thirdly, with the help of more peers, learners may be more active in writing and their writing anxiety can be reduced to some extent. Fourthly, they understand how to write more successfully and efficiently through reading each other’s compositions with a critical view. Lastly, students have more responsibility for their own writing and students have less dependence on their teacher (Keh, 1990:294-304). Thus, the benefits of peer feedback have been recognized by many researchers. The author regards the peer feedback as a kind of teaching method which encourages students to offer as well as receive suggestions in order to improve their writing.2.1.2 The Applicability of Peer Feedback Based on English Curriculum StandardIn the goal of level 4 in compulsory education English Curriculum Standard (2011 Edition), writing skills clearly indicate that students should be able to draft and modify compositions with the help of teachers or group discussions (Ministry of Education, 2011:16). The requirements in the goal of level 4 is a good explanation of the necessity of the peer feedback in the teaching of English writing. Educators also have a positive attitude towards the role of peer feedback. Furthermore, Peer feedback, as a major peer activity for learning in L2 writing classes, has attracted much attention from writing researchers and practitioners (Hyland, K & Hyland, F, 2006).Peer feedback, as one of the steps of the process teaching method, can overcome the drawbacks of the product-oriented approach. In the process-oriented writing classrooms, “peer feedback serves as a major component that facilitates the process of writing by providing opportunities for students to discover, negotiate the meaning, explore more effective ways to express the meaning, practice a wide range of language and writing skills, and assume a more active role in the language process” (Hu, 2005:322). In a word, the application of peer feedback in junior high school is applicable and necessary.2.2 The Current Situation of English Writing Teaching in Junior High SchoolThe teachers in junior high school have emphasized on grammar teaching and7reading teaching in the English teaching due to the examination- oriented education system for a long time. The teaching of English writing in junior high school has always been ignored. Thus, students’ writing competence cannot achieve the requirements of the Curriculum Standard. The English writing teaching in junior high school adopts the product-oriented approach, in which teachers always lay emphasis on students’ writing product and ignore students’ writing process. Thus, most of students regard the writing as a task and they seldom revise and think more about their writing products after finishing the writing task. What’s more, the evaluation mode of writing is lack of variety. In junior high school, one English teacher always teaches two class so that they need to spend a large of time to read students’ composition and make evaluation. They cannot grade students’ composition immediately. Thus, some of teachers only make summative evaluation which leads to the results that no revision was made by students after having feedback from the teacher, and no second evaluation was made by the teacher. What’s more, Swain (1998:320-337) points out that students can gradually turn other people’s language into their own language in the process of foreign language learning which means students can gradually express their own opinions by using another language in the process of language learning. In this process, students have to think by themselves and try to create some new ideas. However, the application of product-oriented approach in writing teaching cannot guarantee students to consider the writing topics carefully and creatively, because students always just follow the teacher’s requirements and finish the writing task. Therefore, students’ interest in English writing cannot be increased and their writing ability cannot be improved. In addition, students’ think ability also cannot be improved.2.3 English Narrative Writing in Junior High SchoolAccording to the High School English Curriculum Standard, by the end of junior high school, students’ ability in English should achieve the goal of level 5. The content in this goal about writing ability includes four specific items. First, students are required to be able to collect and prepare materials according to the writing requirements. Second, students are required to be able to draft short text, text message and so on, and modify it under the guidance of the teacher. Third, students are required to be able to use connectives to represent the order of time and the logical relations of events. At last, students are required to be able to describe a person or an event. It can be seen from the 8third, fourth contents above that narrative writing plays a vital role in English writing for junior high school students. Besides, in the goal of level 3, students should be able to describe a series of pictures in a phrase or sentence and write simple story. This requirement can also reflect the significance of English narrative writing genre in junior high school. This is one of the reasons why this thesis narrows its topic down to the specific writing genre: narrative.2.3.1 The Introduction of English Narrative Writing in Junior High SchoolNarrative is a writing genre which focus on describing the characters and narrating the stories, and it is also the most common and basic genre of English writing. Generally speaking, there are six elements in narrative writing. The six elements are time, place, character, event, cause and result. For examples, when students describe a person, they should pay attention to the introduction of the characters’ life, experiences and deeds. When students describe an event, they must write out the specific plots of the event as well as the beginning and the end. All in all, Master the key elements of narrative writing is the key to write it well. They are the six key elements:Time: when does it happen?Place: where does it happen?Character: who is the protagonist?Event: what happened?Cause: why does it happen?Result: how does it happen?In narrative writing, these key elements can be summed up into five “W” and a “H”. In fact, not every English narrative writing must include all the elements. In junior high school, the time, place, character and event are the most important elements for students’ English narrative writing. However, on the one hand, the determination of the content and the collection of writing materials must be focused on the five W and one H; on the other hand, a great English narrative writing should not allow the reader to have the questions above.It is very important for students to master the characteristics of the narrative. Firstly, the narrative of English is generally described in the perspective of the first or third person. Secondly, Narrative is generally divided into factual narrative and imaginary narrative. Factual narrative is the real thing that has happened, so past tense will be used.9The imaginary narrative is a fictitious story, so present tense and future tense will be used. Thirdly, the most common narrative order of narrative writing in junior high school are as follows: first, take time as a clue, in the order of time; Second, take place as a clue, in the order of location. Third, take the development of event as a clue. Finally, the transition of narrative should be paid attention to. The conjunction words play a vital role in the narrative writing. In addition, Ding Wangdao (2010:137) also emphasizes that the purpose, the choice of details and the background should be taken into account when designing a narrative writing. For the purpose, Ding Wangdao (2010:137-138) points out there must be a purpose in narrating a story or an event. The purpose may be to praise a virtue, to condemn a crime, to prove a theory, or to clarify a concept. For the choice of details, the narrative is made up of details. Readers can know what happened only through enough details. Thus, the expected effect can be achieved by choosing the details related to the content or the details which can express the main points of view. For the background, the narrative writing should give clear information about the time, place and character. Therefore, students can do better in English narrative writing by mastering all these features.The narrative writing task in junior high school occupies a large proportion, and most of them can be roughly divided into two types: the description of a character and the narration of a story. The following two examples are selected from the English textbook of Grade 3 in junior high school.⑴The description of charactersThis kind of narrative records the achievement and the story of the characters by narrating their social experiences in the real life. The description of characters often develops in the order of time or with the development of major events. These kinds of writings usually include the following elements: character, time, event, achievement and evaluation. According to these characteristics of this type of narrative, the following structural model can be designed:Background Character, personal information, brief introduction of events Experience Time cue 1: event 1Time cue 2: event 2………Conclusion Evaluation/ Achievement10。
初中英语写作中的反馈机制研究
初中英语写作中的反馈机制研究在初中英语教学中，写作是一项重要的技能培养。
然而，要提高学生的英语写作能力，有效的反馈机制起着至关重要的作用。
反馈不仅能够帮助学生了解自己的优点和不足，还能为他们提供改进的方向和动力。
一、初中英语写作反馈机制的重要性首先，反馈有助于增强学生的写作自信心。
当学生收到积极的反馈，如肯定他们的创意、语法运用的进步或清晰的逻辑结构，会让他们感到自己的努力得到了认可，从而更有动力继续写作。
其次，及时准确的反馈能够让学生明确自己的错误和不足之处。
通过指出语法错误、词汇选择不当、拼写错误等问题，学生可以有针对性地进行改进，逐步提高写作水平。
再者，反馈能够促进学生对英语写作知识的吸收和运用。
教师在反馈中给予的建议和指导，能帮助学生更好地理解和掌握写作规则、句型结构以及不同文体的特点。
二、初中英语写作反馈的类型（一）教师反馈教师作为教学活动的主导者，其反馈具有权威性和专业性。
教师可以在学生的作文上直接批改，标注出错误并给出修改建议；也可以在课堂上进行集中讲评，选取典型的作文进行分析，让学生共同学习。
（二）同伴反馈让学生相互批改作文，这不仅能培养学生的批判性思维，还能让他们从同伴的作品中学习到不同的写作思路和技巧。
同时，在给他人反馈的过程中，也能加深自己对写作要求的理解。
（三）自我反馈引导学生在完成作文后，自己进行检查和反思。
这有助于培养学生的自主学习能力，让他们逐渐学会独立发现和解决问题。
三、初中英语写作反馈机制中存在的问题（一）反馈不及时由于教师的教学任务繁重，有时不能及时批改学生的作文，导致学生不能在第一时间得到反馈，影响了学习效果。
（二）反馈内容过于笼统部分教师的反馈只是简单地给出一个分数或几句笼统的评语，如“不错”“有待提高”等，学生无法从中明确具体的问题和改进方向。
（三）忽视学生的情感需求在反馈过程中，过于关注语言错误，而忽视了对学生写作积极性和努力的肯定，可能会让学生产生挫败感。
同伴互评在初中英语写作教学中的应用实践
同伴互评在初中英语写作教学中的应用实践◎张瓅写作在英语教学中占有重要地位。
本文介绍了同伴互评的概念及意义,在初中英语写作教学中开展同伴互评活动,能够发挥学生在评价过程中的主体作用,提高他们的学习积极性,提升其评价能力和写作水平。
本文以写目击者报告为例,阐述同伴互评活动的具体实施过程:写前帮助学生明确写作要求及评价标准,写中引导学生参考评价标准进行写作,写后指导学生使用同伴互评表进行互评。
通过同伴互评,学生能够更好把握写作评价标准,有助于写作能力的提升。
1.问题的提出《义务教育英语课程标准(2022年版)》(以下简称《课标》)要求七到九年级的学生在书面表达中能选用不同句式结构和时态,描述和介绍身边的人、事物或事件,表达情感、态度、观点和意图等。
“写”是培养学生思维能力和语言综合运用能力的重要途径。
而在初中英语写作教学中,教师常常会根据语言知识教学的目标布置命题作文。
学生收到的评价结果通常是教师给学生作文的赋分或等级。
教师出题,学生去写,教师批改,学生订正。
当学生拿到批改过的作文时,学生机械地按照批改进行誊写,失分较多的同学会感到无从修改,失去写作热情,表现出不自信、不愿动笔等现象。
造成同学们在写作技巧和策略上很难有所收获,写作能力难以得到提升。
《课标》指出要注重发挥学生的主观能动性,引导学生成为各类评价活动的设计者、参与者和合作者,自觉运用评价结果改进学习。
注重引导教师科学运用评价手段与结果,针对学生学习表现及时提供反馈与帮助。
2.同伴互评的理论和现状同伴互评(peer review)又称同伴反馈(peer feed⁃back)、同伴评论(peer critiquing)、同伴评估(peer eval⁃uation)等。
同伴评价是“过程写作模式”(Process writ⁃ing)的重要环节之一。
过程写作主要包括以下环节:收集信息,制定计划,写作阶段,同伴评价。
在这个环节中,学生以结对或小组形式互相交换作文,并用口头或书面方式为彼此提供建议的写作教学活动,可以使得学生可获得除教师之外更多主体对自己英语作文的反馈与意见,从而对自己的作品进行更全面的修改与调整。
同伴反馈在初中英语写作教学中的应用研究
同伴反馈在初中英语写作教学中的应用研究初中英语写作是英语教学中的重要环节之一，通过写作能够提高学生的语言表达能力、思维能力和创造力。
同伴反馈作为一种有效的教学方法，可以帮助学生发现自身写作中的问题和不足，从而进行改进。
以下是关于同伴反馈在初中英语写作教学中的应用研究的相关参考内容。
一、同伴反馈的定义和作用同伴反馈是指学生之间互相交流、评价和提供建议的活动。
在初中英语写作教学中，同伴反馈可以起到以下作用：1. 激发学生学习兴趣：同伴反馈可以使学生在写作中感受到合作与交流的乐趣，激发他们的学习兴趣和积极性。
2. 发现问题和不足：同伴反馈可以帮助学生发现自己写作中的语法、拼写、用词等问题和不足，提高他们对写作规范的认识和应用能力。
3. 提供改进建议：同伴反馈可以让学生互相分享写作中的经验和技巧，提供改进建议，帮助彼此进步。
4. 培养批判性思维：同伴反馈可以培养学生的批判性思维能力，使他们能够从多个角度来评价和分析写作作品。
二、同伴反馈的应用方式在初中英语写作教学中，可以采用以下方式进行同伴反馈：1. 小组讨论：将学生分成小组，让他们相互交换写作作品并进行讨论，提供建议和改进意见。
2. 互评活动：让学生互相交换写作作品，并按照设定的评价标准进行评价，提供具体的改进建议。
3. 同伴合作写作：让学生合作完成写作任务，相互协助、补充和修改，提高作品质量。
4. 板书展示：让学生将自己的写作作品进行展示，其他同学可以提出问题和建议，进行互动交流。
三、同伴反馈的实施步骤在进行同伴反馈时，可以按照以下步骤进行：1. 提前准备：教师在课前准备教材，明确写作任务和评价标准，并向学生讲解任务要求和评价准则。
2. 学生交流：学生之间进行交流，相互交换写作作品，并进行初步评价。
3. 学生互评：学生按照设定的评价标准对写作作品进行评价，并提供具体的改进建议。
4. 教师评价：教师根据学生的评价和建议，对学生的作品进行评价和反馈，提出具体的改进要求。
同伴互评在初中英语写作教学中的应用研究
同伴互评在初中英语写作教学中的应用研究Here is an essay on the topic "A Study on the Application of Peer Assessment in Middle School English Writing Instruction" with more than 1000 words, written in English without any additional punctuation marks in the body of the text.Peer assessment has become an increasingly popular approach in middle school English writing instruction in recent years. This method involves students evaluating the work of their classmates and providing feedback, which can have a significant impact on the learning process. The present study aims to investigate the application of peer assessment in middle school English writing instruction and its potential benefits.One of the key advantages of peer assessment is its ability to engage students more actively in the learning process. When students are tasked with evaluating their peers work, they are forced to critically analyze the content, organization, and language use, which can deepen their understanding of the writing process. This level of engagement can lead to improved self-reflection and a better understanding of the assessment criteria, ultimately enhancing their own writing skills.Furthermore, peer assessment can provide valuable feedback that complements the feedback provided by the teacher. Students may offer unique perspectives and insights that the teacher may have overlooked, leading to a more comprehensive understanding of the strengths and weaknesses of the written work. This can be particularly beneficial for students who may feel more comfortable receiving feedback from their peers, as they may be more receptive to constructive criticism from their classmates.Another significant benefit of peer assessment is its potential to improve the overall quality of student writing. When students are aware that their work will be evaluated by their peers, they may put in more effort to produce high-quality writing, knowing that their work will be scrutinized. This can lead to a greater attention to detail, more thoughtful organization, and more effective use of language. Additionally, the feedback received from peers can help students identify areas for improvement, allowing them to revise and refine their work.Despite the potential benefits of peer assessment, it is important to note that the implementation of this approach requires careful planning and guidance from the teacher. Students may need explicit instruction on how to provide constructive feedback, as well as the development of clear assessment criteria to ensure the fairness andconsistency of the evaluation process. Additionally, teachers should be mindful of potential issues such as bias, lack of expertise, or reluctance to provide honest feedback, and address these concerns accordingly.One effective strategy for implementing peer assessment in middle school English writing instruction is to incorporate it into a structured writing workshop model. In this approach, students engage in various stages of the writing process, including brainstorming, drafting, revising, and editing. During the revision and editing stages, students can be paired or grouped to provide feedback on each other's work, using a set of predetermined criteria. This not only encourages active engagement in the writing process but also fosters a collaborative learning environment where students can learn from one another.Another approach is to incorporate peer assessment into the formative assessment process, where students receive feedback throughout the writing process, rather than solely at the end. This can help students identify and address issues early on, leading to more effective revisions and ultimately, higher-quality final products. Teachers can provide guidance on the types of feedback to give, such as identifying strengths, areas for improvement, and specific suggestions for revision.To ensure the success of peer assessment in middle school English writing instruction, it is essential to provide ongoing support and training for both students and teachers. Students may need assistance in developing the necessary skills to provide constructive feedback, such as active listening, critical thinking, and effective communication. Teachers, on the other hand, may require professional development opportunities to learn how to design and implement effective peer assessment strategies, as well as how to address any challenges that may arise.In conclusion, the application of peer assessment in middle school English writing instruction holds significant promise. By engaging students more actively in the learning process, providing valuable feedback, and improving the overall quality of student writing, this approach can be a powerful tool for enhancing the teaching and learning of English composition. However, its successful implementation requires careful planning, guidance, and ongoing support for both students and teachers. As educators continue to explore and refine the use of peer assessment, the potential benefits for middle school English writing instruction will only continue to grow.。
借助同伴互评促进初中英语写作教学
借助同伴互评促进初中英语写作教学引言英语写作是英语教学中非常重要的一环。
然而，在中国很多学生的英语写作能力相对较弱。
这是由于多种原因造成的，包括教学方法、英语教师水平、学生兴趣等等。
同伴互评是一种比较受欢迎的写作教学方法，通过互相阅读、批注、修改作文来促进学生的英语写作能力。
本文将重点探讨同伴互评在初中英语写作教学中的应用。
同伴互评的优势同伴互评是一种有效的写作教学方法，具有以下优势：促进学生交流同伴互评可以鼓励学生之间的交流，让学生们分享彼此的看法和想法。
在同伴互评中，学生们可以通过评论或回复作文来交流他们的观点。
这种有交流的环境有助于学生更好地了解彼此的写作思路，拓宽视野，提高写作水平。
激发学生学习兴趣学生们经常对来自同伴的批注和评论感到兴趣，他们会因此更加努力地写作，以获得更多的反馈和评价。
通过同伴互评，学生们可以在一个鼓励积极探究和互相交流的环境中学习，这也可以帮助他们更快地提高英语写作能力。
提高写作技能同伴互评可以帮助学生们更好地掌握各种语言技巧，从而提高写作水平。
学生们可以从同伴的批注中学习如何使用合适的词汇和语言结构，从而更好地表达他们的思想。
此外，在修改他人的作文时，学生们可以更好地理解他人的思路，这有助于他们在写作时更准确地表达自己的思想。
同伴互评在初中英语写作教学中的应用同伴互评是可适用于初中英语写作教学的一种方法。
以下是一些应用同伴互评的具体方法：设置明确的评分标准在同伴互评中，学生们需要对他人的作文给出一些具体、明确的建议和评价。
因此，为了确保学生们能够给出具体的反馈，需要为学生们设置明确的评分标准，以确保评价的公平性和准确性。
找出问题并提供建议在同伴互评中，学生们需要找出作文中的问题，并提供相应的建议。
在这个过程中，学生可以寻找问题，如拼写错误、语法错误或用词不合适等，并为这些问题提供具体的修改建议，帮助同学们更好地改进他们的作品。
组织学生分享自己的写作经验同伴互评也可以成为学生相互分享自己的写作经验的机会。
同伴反馈在初中英语写作教学中的应用研究
同伴反馈在初中英语写作教学中的应用研究初中英语写作教学在提高学生写作能力、培养语言表达能力方面起着重要作用。
同伴反馈是一种有效的教学方法，通过同伴互动、批评和分享意见，能够帮助学生提高写作技巧、增强自信心，下面是初中英语写作教学中同伴反馈的应用研究。
首先，同伴反馈在提高学生写作能力方面起到重要作用。
在写作过程中，学生需要将自己的思想转化为文字表达出来。
同伴反馈可以帮助学生发现自己写作中的问题，比如语法错误、拼写错误或者逻辑不清等。
同伴的批评和指导可以引导学生细致地审查自己的作文，从而提高写作质量。
其次，同伴反馈可以促进学生之间的交流和合作。
在同伴反馈活动中，学生可以借鉴其他同学的优点和经验，从而吸收他们的长处并改正自己的缺点。
学生之间互相交流意见、互相批评、互相鼓励，有助于建立良好的学习氛围和凝聚力。
另外，同伴反馈可以增强学生的自信心。
在同伴反馈活动中，学生通过反馈了解到自己的不足之处，但同时也能发现自己的潜力和亮点。
同学们的赞扬和鼓励可以让学生对自己的写作能力更加自信，从而更有动力去提高自己的写作水平。
此外，同伴反馈还可以培养学生的责任心和合作精神。
在反馈过程中，每个同学都有机会扮演两个角色：反馈者和被反馈者。
反馈者需要负责认真看完他人作品，提出中肯的建议。
被反馈者则要虚心接受批评和建议，并加以改进。
这种相互依赖和合作的学习方式，能够培养学生的责任感和合作精神。
最后，同伴反馈可以提供学生写作的具体指导和示范。
在反馈过程中，优秀的作文可以作为同学们学习的范本。
通过学习优秀作文的结构、用词和表达方式，学生能够更有效地提升自己的写作技巧。
在初中英语写作教学中，同伴反馈是一种非常有效的教学方法。
它可以帮助学生提高写作能力，培养语言表达能力。
同时，同伴反馈还能够促进学生之间的交流和合作，增强学生的自信心，培养责任心和合作精神。
因此，在初中英语写作教学中，教师可以积极应用同伴反馈的方法，为学生提供一个良好的学习环境，从而有效地提高学生的写作水平。
同伴反馈在初中英语写作教学中的应用研究
同伴反馈在初中英语写作教学中的应用研究初中英语写作教学是英语教学中非常重要的一环，通过写作教学可以培养学生的语言表达能力和创造力，同时也有助于学生对所学英语知识的掌握和应用。
然而，在实际教学中，如何提高学生的写作水平成为了一大难点。
而同伴反馈，作为一种有效的教学策略，可以在初中英语写作教学中得到广泛应用，并取得良好的效果。
同伴反馈，即让学生相互阅读和评价彼此的作文，根据作文的优缺点给出具体的建议和改进的方法。
同伴反馈不仅可以增强学生的自信心和语感，而且还可以促进学生的合作能力和互动交流，激发学生的学习兴趣和动力。
在初中英语写作教学中，同伴反馈可以采用以下几种方式：第一种方式是以小组为单位，让学生在小组中相互交流和评价作文。
在小组中，每个学生都有机会发表自己的想法和见解，并得到其他同学的认可和指导。
小组内的学生可以相互监督和鼓励，提高写作水平和自信心。
第二种方式是采用互评方式，让学生互相评价作文。
老师将学生的作文收集起来，分发给其他学生进行评价。
评价内容包括作文的结构，语法，用词等方面的问题，同时要根据具体的情况给出具体的建议和改进方法。
通过互评方式，学生可以从别人的作文中学习，了解常用表达方式和写作技巧，同时也可以提高对自己作文的审视和改进能力。
第三种方式是采用班级展示方式。
老师选择一些学生的优秀作品进行展示，并在班级中进行点评和讨论。
通过展示和点评，不仅可以表扬学生的努力和成果，而且还可以让学生学会欣赏他人的作品，并从他人的成功经验中吸取习得。
综上所述，同伴反馈是初中英语写作教学中一种有效的教学策略。
通过同伴反馈，可以促进学生的合作能力和互动交流，激发学生的学习兴趣和动力，培养学生的语言表达能力和创造力，提高学生的写作水平和自信心。
因此，在实际教学中，教师应该重视同伴反馈的应用，创造更多的机会和环境，让学生从中受益。