共查询到20条相似文献，搜索用时 140 毫秒
1.
朱海燕 《四川教育学院学报》2012,(2):93-98
通过采访非英语专业的大学英语学习者,了解他们对英语写作的实际需求,从而给写作课堂中的纠错问题提出一些建议。在首先分析了关于课堂写作教学纠错问题的四条教学原则后,再分析其在英语写作教与学中的真正实效性,最终得出为什么在英语写作中纠错是必需的,以及何时和如何在学生的英语写作中提供纠错反馈。 相似文献
2.
写作是英语学习中的一项重要技能,在教学实践中发现学生在写作中困难重重、错误频出。为了提高写作水平,这些错误又是不可忽视的。如何帮助学生合理地纠错成为亟待解决的问题。该文分析了教师纠错、同伴纠错、自我纠错三种纠错方式在初中生英语写作中的利弊,从而帮助教师在不同的写作任务中、写作情境下选择相对合理的纠错方式,既能保证纠错的有效性,也能保护学生写作的自信心和积极性。 相似文献
3.
随着过程教学法在国内英语教学上的应用和发展,同伴互评写作模式逐渐被业界所熟悉和接受。将同伴互评写作模式引入大学英语分层教学的课堂不仅为大学英语写作教学走出现实困境提供一种策略,更为大学英语写作教学注入了新的生机与活力,推动了大学英语写作教学的改革与发展。 相似文献
4.
毛亚英 《读与写:教育教学刊》2009,6(8):35-35
同伴反馈是写作教学中的一种作文评改模式,文章首先对二语写作教学中的同伴反馈研究作一回顾,然后分析该评改模式在我国英语写作课堂教学没有得到广泛运用的原因,进而指出在我国目前大学英语写作教学中,实施同伴反馈的建议. 相似文献
5.
浅析自我纠错在大学英语写作教学中的应用 总被引：2，自引：0，他引：2
王秀芬 《四川教育学院学报》2006,22(11):45-47
批改作文的一个重要环节是纠错。在大学英语写作教学中，倡导学生自我纠错非常重要。自我纠错一方面能在一定程度上为学生创造一个怠好的语言学习环境，克服学生害怕犯错的心理；另一方面能加强学生自主学习。发展语言意识，从而促进学生语言学习。那么学生是否有能力自我纠错呢？通过个案研究表明了学生能够自行纠正大多数的错误，从而阐明了学生自我纠错在英语写作教学中应用的可行性。 相似文献
6.
纠错是英语教学中一个非常重要的教学环节,文章试图在建构主义理论的指导下,积极构建＂教师纠错、学生自己纠错、同伴纠错、集体纠错＂四位一体的高中英语纠错教学策略,提高英语纠错教学水平。 相似文献
7.
本文探索了书面纠错反馈对英语写作语法准确度影响的总体效应和调节效应,研究结果表明书面纠错反馈对英语写作语法准确度有显著中等程度的正向影响。同时,书面纠错反馈对英语写作语法准确度的促进作用受到学习者的教育层次、反馈类型、反馈范围、反馈时机以及反馈来源等调节变量的影响。基于研究结果,就书面纠错反馈对英语写作语法准确度的影响及其发生作用机理进行了思考,为英语写作教学的有效设计与实施提供借鉴和参考。 相似文献
8.
大学英语写作教学中的纠错反馈研究 总被引：1，自引：0，他引：1
欧敏鸿 《大学.研究与评价》2009,(Z1)
文章讨论了大学英语写作教学中有关纠错反馈的理论基础——输入输出假说以及纠错反馈的研究进展。认为教师应重视自己在纠错反馈中的角色,教师应知道纠正什么、何时纠错和如何纠错;还应重视学生在纠错反馈中的角色,了解学生的喜好和愿望,重视和引导学生进行自我纠正和同辈反馈。 相似文献
9.
英语语音纠错是英语纠错中的一个重要组成部分,对英语语音教学有着重要的作用。本文通过课堂录音,问卷调查和访谈的方式,研究了大学英语课堂中常见的语音错误和纠错方法,分析了产生错误的原因以及哪种纠错策略更适合大学英语课堂的语音纠错。希望对大学英语课堂的语音教学有所启示。 相似文献
10.
大学英语写作是大学英语教学体系中的重要环节,教师如何有效评价学生作文是一个值得研究的问题。作为写作教学的重要方面,评价模式的好坏直接影响写作教学的有效性和学生写作水平的提高。作者结合英语写作教学实践,就完善传统的评价模式,引入学生自评与同伴互评模式作一探讨,指出学生自评和同伴互评能够有效激发学生的写作兴趣,提高学生自主学习能力,并从根本上促进学生英语写作能力的提高。 相似文献
11.
Sharing experiences among teachers is an important part of professional development. Coaching is defined as an ongoing process in which experts engage with practice, with the purpose of continuous improvement. This article will discuss the principles of peer coaching in teacher development, by examining a specific case of peer coaching between two experienced teacher educators. From this analysis, we derive two major concepts as guiding the process of peer coaching: joint deliberation and metapedagogy. These two features are conceptualized using excerpts from the case study and from the literature. 相似文献
12.
This study describes the peer mentoring experience from doctoral student mentors?? point of view. Twelve science and engineering doctoral students participated in this phenomenology study. The findings suggest doctoral peer mentors served instrumental, psychosocial, buffering, and liaison roles; they passed on their social, professional, and academic knowledge to their mentees and tried to assist them in adapting to the culture of the lab and academia. The study identified a variety of factors that influenced their attitudes and behaviors as peer mentors and concluded this system would be beneficial to the learning and development of both individual students and lab teams. The aims of this study were threefold: first, to identify the importance and necessity of peer mentoring systems as part of the experience of working in labs in graduate school; second, to ascertain which interactions and factors in the peer mentoring relationship benefitted both peer mentors and peer mentees; and third, to explore what might constitute best practices in the peer mentoring relationship. 相似文献
13.
解倩 《淮北职业技术学院学报》2014,(4):98-99
自20世纪70年代起,同伴互评就作为过程写作法的重要环节受到国内外学者广泛关注。其相关研究包括同伴互评本质、外语写作教学中的实际应用效果、与教师评价的对比等内容。其最新研究成果意义深远,为在英语写作教学中深入开展同伴互评提供了理论指导。因此,梳理相关文献就显得尤为迫切和重要。 相似文献
14.
同伴互改的优化设计研究 总被引：2，自引：0，他引：2
文章通过分析同伴互改中出现的主要问题,提出了“调查、培训、评价”六字方针并据此提出了一个同伴互改的优化设计方案。具体做法是将同伴互改与教师批改相结合,在分组前认真调查学生的个性特征,在调查基础上精心分组,对学生进行耐心细致的培训和辅导,并通过激励和评价手段将同伴互改与写作课程整合起来。 相似文献
15.
Astrid Wichmann Alexandra Funk Nikol Rummel 《European Journal of Psychology of Education - EJPE》2018,33(1):165-184
The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, students have difficulties in leveraging the potential of peer feedback: feedback uptake is low and students engage in little revision. Instructional support might help learners to make sense of peer feedback and to reflect on the provided information more deeply. The present study investigated the effect of sense-making support on feedback uptake as well as on revision skills, in particular problem detection and problem correction. In an experimental study, 73 university students were randomly assigned to conditions with or without sense-making support. The results indicate that feedback uptake improved concerning two out of three variables: students in the condition with sense-making support made fewer new errors and rejected more incorrect feedback comments. Students’ revision skills only improved with regard to problem detection. Overall, we were able to show that peer feedback alone might not be sufficient to make successful changes in the text and improve revision skills. Sense-making support proved to be effective to some extent and partially helped to maximize the benefits of peer feedback. 相似文献
16.
Kate Bone Jane Bone Sue Grieshaber Gloria Quinones 《Asia-Pacific Journal of Teacher Education》2019,47(4):347-360
This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. We found that peer engagement facilitated the development of friendships and social support among participants. Discussion is situated within a sociological framework of organisational friendship. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning. 相似文献
17.
Duncan D. Nulty 《Assessment & Evaluation in Higher Education》2011,36(5):493-507
This paper reviews the literature about peer and self‐assessment in university courses from the point of view of their use, and the suitability of their use, in the first year of university study. The paper is divided into three parts. The first part argues that although first‐year students are involved in many of the studies that report on the use of peer and self‐assessment in higher education, the proportion of these studies that do so is somewhat less than in other year levels. In addition, relatively little of this work directly and explicitly discusses the suitability of peer and self‐assessment for students and courses at this year level. The second part of the paper provides an introductory exploration of the relationship between peer and self‐assessment, and specific features of first‐year assessment, learning and teaching. Three issues relating directly to the suitability of peer and self‐assessment in the first year are explored. In the third part, the paper briefly discusses the desirability of implementing peer and self‐assessment, in general, before seeking to extend this specifically to the first year. The paper concludes by recommending that greater use can and should be made of peer and self‐assessment in the first year of university study. 相似文献
18.
本研究旨在探讨同伴互评在翻译教学中的应用效果。研究对象是20 名英语专业高年级的学生。研究者首先对受试进行一定的培训,随后收集同伴互评的相关数据,此后随机挑选6名 学生进行访谈。结果表明：同伴互评行之有效;同伴评论的利用率很高;修改后的译文质量有显著提高;翻译的方向对同伴互评的效果无明显影响;学习者对互评机制持积极态度。将同伴互评应用到翻译教学中来,有利于培养学习者的自主 学习与合作学习的能力,强化校改意识并提高翻译质量,以及促成我国的翻译教学向以过程为取向过渡。 相似文献
19.
The efficacy of error correction and various kinds of correction approaches is one of the key issues in second language writing faced by both teachers and researchers. The current paper reviews the definition of error correction and examines the different views on whether error correction in L2 writing should be corrected. In particular, the paper discusses and analyses the three common correction methods: direct correction, peer feedback and indirect correction. Teachers are encouraged to weigh and analyze the advantages and disadvantages of these methods according to the current literature, employ the most beneficial error correction method in L2 writing, and adapt its suitability to their teaching context. 相似文献
20.
With increasing need to achieve appropriate balance between learning support and self-regulation within the context of online learning, formative feedback has been identified as a viable means to achieve meaningful engagement. Specifically, this study sought to establish how peer–peer formative feedback was facilitated in an online course and to what extent this engaged students in meaningful learning experiences. This case study entailed an in-depth investigation into the design and implementation of an online course in a New Zealand university. The studied course was part of a postgraduate programme in continuing (in-service) teacher education. The study adopted a case study methodology with a bias on qualitative techniques. Online observations, analysis of the archived course discourse and interviews were utilised as sources of data. The data from multiple sources were subsequently triangulated to corroborate the evidence. The findings indicate that peer formative feedback promoted active learners’ participation and meaningful engagement. The findings further showed that opportunities for dialogic peer formative feedback promoted learning support and self-regulation. 相似文献