自我评价与同伴评价在高中英语写作中的应用_英语论文

Self-correction and Peer-correction Used in Senior High School Students’ English Writing

摘要

英语写作是英语学习的四项基本语言技能之一。写作能力是衡量个人语言能力的重要标准。通过写作，我们能够表达自身观点，同时也能够和别人进行进一步的交流。此外，写作也是一个复杂的社会，文化过程，是我们进行思考、学习和交流的有力工具。英语写作在高考中占了五分之一的分值，因此，培养学生的写作能力是非常重要的；其中写作的评价方式对于学生英语写作能力的培养起着非常大的作用和影响。然而，在传统的作文评价中，老师承担了所有的评价工作，老师通常在作文错误处标注或者进行简单的改正，通常给予学生非常少的评价。学生得到自己的作文后，最关心的往往是老师打的分数以及正确答案。大部分学生缺乏对自己的作文进行修改，或者和同学进行交流的机会。长此以往，许多学生对于如何组织和写出一篇好的作文感到十分困难，一些学生缺乏基本的写作技巧，一些学生对自己的作文部分不自信。至今，英语写作教学仍然没有取得显著的效果，作文部分对于师生来说都是一个难以解决的问题。为了找到更为有效的写作评价方式来提高高中学生英语写作能力，国内外学者对此做了许多相关研究，基于对过程写作法以及最近发展区等的研究，自我评价与同伴评价在高中英语写作的应用有助于培养和发展学生写作能力。

关键词：高中英语写作 自我评价 同伴评价 最近发展区 过程写作法

Abstract

English writing is one of the four basic language skills for English learning. Writing ability is an important sign to measure one's language ability. Through writing, we can express our own ideas and communicate with others. What’s more, writing is also a complicated social and cultural process, which works as a powerful tool for thinking, learning and communication. As for students, writing takes up one fifth of the total score in the college entrance examination. Good writing grades are beneficial in the exam competition. As for a good composition, writing correction methods and effect play a necessary and effective role in it, which directly affect the effectiveness of writing and the improvement of students’ writing ability. However, in the traditional assessment format, the teachers undertake almost all the correction work by themselves. They point out or underline the mistakes, and the errors are clearly identified on the writing, giving a simple comment for students’ work. Therefore, students see clearly what was wrong and how to re-correct, however, they hardly have chance to view their own job, what they care most is not the process of how to write a good composition but the scores and right correction from their teachers. Many students feel difficult in organizing and writing a good composition, some are lack of basic writing skills, and others are in-confident about their writing. By now, English writing learning hasn’t got a significant effect, and the composition part is still a unsolved problem for both teachers and students. Scholars at home and abroad have done a lot of researches in finding an effective way to improve senior high school students’ English writing skills and improve the traditional assessment format. According to those researches, such as zone of proximal development and process approach, the apply of self-correction and peer-correction can promote the improvement of students’ independent learning, cooperative learning ability and can also take a good use in Senior High School students’ English writing.

Key Words: Senior High School Students’ English Writing; Self-correction Peer-correction;  Zone of Proximal Development;  Process Approach