同伴互评在初中低年级作文教学中的应用研究

A Study of Peer Assessment on Composition Writing in Lower Secondary School

本研究在新加坡一所政府中学的一年级快捷班进行,为期两年,目的在于借鉴最近发展区、输入与输出假说理论及同伴反馈理论进行"同伴作文互评",通过给予学生学习写作技巧、写作、同伴互评、作文修改等活动任务,对学生的华文写作能力进行训练。研究发现,经过两年的写作技巧学习及同伴作文互评活动后,实验班学生的写作能力有显著提升。此外,研究人员整理了学生每次写作活动中得到的点评内容,计算教师点评、同伴互评与后测作文之间的相关系数,得出同伴互评与学生后测作文成绩关系密切。

This study is conducted in a secondary one class（express stream）in a Singapore Government Secondary School for a period of two years. The objective was to study the effectiveness of peers assessment on composition writing based on proximal development,input and output hypothesis,and the theory of peer assessment. The program also enhances studentscomposition writing skills by providing training in writing skills,peer assessment and the correction of their compositions. The research analyses results based on scoring marks from written compositions of both pre and post-tests that have been carried out in the experimental class and the comparison class. Additionally,researchers collate feedbacks from each student after every lesson,in order to understand better the link between changes in composition marks and feedbacks received from both the teacher and students. According to the analysis,composition marks of students from the experimental class show significant improvement,and peer feedbacks have played an important role in improving their results.