混合式教学中教师干预英语写作同伴互评模式构建研究

A Research on the Construction of Peer Review for English Writing under the Teacher's Intervention in Blending Teaching

有效的文本反馈是提高学生英语写作能力重要的环节。本研究对现有英语写作的评阅反馈模式进行研究后发现无论是教师评阅、在线软件评阅还是同伴互评都存在一定缺陷,不利于学生英语写作水平的提高。综合三种文本反馈的特点,同时结合混合式教学环境的优势,本研究构建了混合式教学中教师干预下的英语写作同伴互评模式。该写作模式分为三个阶段:线上写作与自主结对同伴互评的第一次反馈;线下学生推荐与教师当堂点评:线上教师对同伴双方文本进行二次反馈。同伴互评可以促进学生自主评价能力及学习能力的提升,而有效的教师干预则能为"同伴支架"进行修正和调节,最终形成"专家支架"与"同伴支架"的融合,提高学生的英语写作水平。

Effective feedback is essential to improve English writing proficiency for students.However,after investigating three feedback methods used for English writing,it is found that each of them has its own disadvantage.Based on different features of each feedback method,combined with the advantage of blending teaching model,the research constructed a peer review for English writing under the teacher’s intervention.The model has three stages:writing online and making peer review,students’recommendation and teacher’s feedback in the classroom and teacher’s feedback again for students in groups online.During the writing,the self regulating and Autonomous learning of the students can be developed and the teacher’s intervention can also improve the peer scaffolding to make peer review more meaningful.