通过小组互评,促进学术写作——来自研究生自主学习小组的报告  

Cultivating academic writing ability through peer reading & peer evaluation

作　　者：黄静[1] 

机构地区：[1]西华师范大学外国语学院,四川南充637000

出　　处：《外语测试与教学》2015年第1期50-53,58,共5页Foreign Language Testing and Teaching

摘　　要：本文从研究者参与观察的角度,通过对某研究型大学研究生学术写作课上的小组互读互评活动进行数据收集,整理,归纳和分析,笔者通过整合式调查研究方法,自我定位为研究观察参与者,直接参加学习过程,通过互读互评,探索大学英语写作课上自主学习小组的内部运行机制。同时,讨论学习者通过同侪互读互评,如何实现增加"有效输入量",多元技能自主学习的问题,实现小组成员写作能力共同提高的教学效果,为新时期中国语境下的英语写作教学改革提供新的参考。The procedures and effectiveness of peer reading ＆ evaluation in academic writing class is addressed from a researcher participant perspective in this paper. Different from previous study, it is innovative in employing a holistic model of sociolinguistic research methods. The paper provides a description and analysis of a peer reading ＆ peer evaluation case to discuss the peer review group mechanism and its muhi-faceted learning effects in the experiential English writing teaching and learning context in order to explore how to reform College English writing teaching. Some of important findings include ： 1 ） the realization of effective input ; 2） students＇ multiple learning outcomes ; 3 ） the indefensible dualistic roles of the core member.

关 键 词：同侪互读互评 整合式研究方法 有效输入量 

分 类 号：H319[语言文字—英语]