本文選題：初中 + 教師反饋與自動反饋結(jié)合��； 參考：《西華大學(xué)》2017年碩士論文

【摘要】：作為過程教學(xué)法的關(guān)鍵環(huán)節(jié),反饋已經(jīng)成為外語教學(xué)研究領(lǐng)域的熱點(diǎn)。隨著科技的進(jìn)步,英語寫作教學(xué)中一種新型的反饋方式—在線自動反饋應(yīng)運(yùn)而生。與國外相比,國內(nèi)對于在線自動反饋的研究還存在很多不足:首先,綜述分析比較多,實(shí)證研究相對較少;其次,研究對象有限,研究對象多集中于大學(xué)生,很少有針對初高中學(xué)生的研究,尤其是初中學(xué)生;再次,很多研究直接采用國外的評改軟件,這使得研究結(jié)果的信度和效度等方面可能存在問題;此外,教師反饋與自動反饋相結(jié)合的模式與其它模式的對比研究還比較少�；谝陨蠁栴},本研究以初中學(xué)生為研究對象,將國內(nèi)自主研發(fā)的句酷批改軟件和教師反饋相結(jié)合進(jìn)行研究分析,探求自動反饋與教師反饋相結(jié)合的模式在作文批改中的有效性和學(xué)生的接受程度。主要研究問題如下:(1)自動反饋與教師反饋相結(jié)合的模式,對初中學(xué)生英語寫作有什么影響?(2)學(xué)生是否接受或認(rèn)可教師反饋與自動反饋相結(jié)合的教學(xué)模式?本次研究在輸出假說與互動假說的基礎(chǔ)上,以整體評分和分項(xiàng)評分為標(biāo)準(zhǔn),研究教師反饋與自動反饋相結(jié)合的模式對初中生寫作水平的影響。筆者從山東濟(jì)南第三十七中學(xué)隨機(jī)挑選兩個平行班參與實(shí)驗(yàn),分別作為實(shí)驗(yàn)班和對照班。兩個班共有78名學(xué)生(實(shí)驗(yàn)班37名,控制班41名)。教學(xué)實(shí)驗(yàn)時間為期十六周。實(shí)驗(yàn)班實(shí)行教師反饋與自動反饋相結(jié)合的寫作教學(xué)模式,對照班采用自動反饋教學(xué)。研究通過SPSS 22.0進(jìn)行獨(dú)立樣本T檢驗(yàn)和配對樣本T檢驗(yàn)分析實(shí)驗(yàn)結(jié)果。通過橫向與縱向數(shù)據(jù)對比分析結(jié)果,得出以下結(jié)論:(1)當(dāng)前的初中英語寫作教學(xué)偏傳統(tǒng)化,學(xué)生的英語寫作水平較低。(2)實(shí)驗(yàn)班學(xué)生的英語寫作能力有明顯提高,表現(xiàn)在詞匯、語法、內(nèi)容及組織結(jié)構(gòu)四個方面。具體來說,實(shí)驗(yàn)班學(xué)生的內(nèi)容和組織結(jié)構(gòu)方面提高較為明顯,而對照班的詞匯和語法有所提高,作文組織方面稍有退步。(3)實(shí)驗(yàn)班和對照班學(xué)生對英語寫作中的自動反饋持肯定態(tài)度,尤其是自動反饋和教師反饋的結(jié)合。本研究對于在線自動反饋軟件,尤其是句酷批改軟件在初中學(xué)生中的應(yīng)用具有現(xiàn)實(shí)的指導(dǎo)意義,為一線教師提供借鑒與思路。教師在初中學(xué)生的作文評改中應(yīng)該認(rèn)識到教師反饋以及自動反饋的優(yōu)勢與不足,并發(fā)揮各自所長,相互配合。從而使學(xué)生的寫作反饋效率更高,更易于被學(xué)生重視和采納,同時激發(fā)學(xué)生在英語寫作方面的學(xué)習(xí)興趣。
[Abstract]:As a key link in process teaching, feedback has become a hot topic in foreign language teaching. With the development of science and technology, a new type of feedback in English writing teaching, online automatic feedback, emerges as the times require. Compared with foreign countries, domestic research on online automatic feedback still has a lot of shortcomings: first, there are more summary and analysis, empirical research is relatively small; secondly, the research object is limited, the research object is mostly focused on college students. There are few studies on junior high school students, especially junior high school students. Thirdly, many studies directly use foreign evaluation software, which makes the reliability and validity of the results of the research possible problems; in addition, The comparison between teacher feedback and automatic feedback is less. Based on the above problems, this study takes junior middle school students as the research object, combining the domestic self-developed sentence correction software and teacher feedback for research and analysis. This paper explores the effectiveness of the combination of automatic feedback and teacher feedback in composition correction and the acceptance of students. The main research questions are as follows: 1) how does the combination of automatic feedback and teacher feedback affect junior high school students' English writing? (2) does the student accept or approve the teaching mode of combining teacher feedback with automatic feedback? On the basis of the output hypothesis and interaction hypothesis, this study studies the effect of teacher feedback and automatic feedback on junior high school students' writing ability according to the criteria of overall score and sub-score. The author chooses two parallel classes randomly from Jinan No. 37 Middle School in Shandong Province to participate in the experiment, respectively as the experimental class and the control class. The two classes have 78 students (37 in the experimental class and 41 in the control class). The teaching experiment lasted for 16 weeks. The experimental class adopts the teaching mode of combining teacher feedback with automatic feedback, while the control class adopts automatic feedback teaching. The results of independent sample T test and paired sample T test analysis by SPSS 22. 0 were studied. Based on the analysis of horizontal and vertical data, the following conclusions are drawn: 1) the current teaching of English writing in junior high school is more traditional, and the students' English writing level is lower. 2) the students' English writing ability in the experimental class has been improved obviously, which is manifested in vocabulary. Grammar, content and organizational structure. Specifically, the content and organizational structure of the students in the experimental class were improved significantly, while the vocabulary and grammar of the control class were improved. The students of the experimental class and the control class have a positive attitude towards the automatic feedback in English writing, especially the combination of automatic feedback and teacher feedback. This research has practical guiding significance for the application of online automatic feedback software, especially the application of sentence cool correction software in junior middle school students, and provides reference and train of thought for front-line teachers. Teachers should recognize the advantages and disadvantages of teacher feedback and automatic feedback in the composition evaluation of junior middle school students, and give full play to their respective strengths and cooperate with each other. Thus, the students' writing feedback is more efficient, easier to be valued and adopted by students, and at the same time, it can stimulate students' interest in English writing.
【學(xué)位授予單位】：西華大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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