用同伴合作进行英语写作教学-以高中学生为例_英语论文

Teaching Writing through Peer Cooperation——Take Senior High School Students as an Example

摘要

在高中英语教学中，写作能力是重要的语言技能之一。不仅能反映一个学生的实际语言水平，也是学生进行英语学习，提高英语水平的有效手段。写作教学的重要性由此可见一斑。它不仅需要学生具有扎实的语言基础知识,还要具有一定的审题能力、灵活运用语言的能力、合理组织文字的能力以及对事物进行评 价的能力。因此,写出一篇好的英语文章实属不易。在实际的英语写作中,学生往往出现，词汇量少、字数不足、信息表达不清以及大量的中式英语表达。大部分学生写作水平差，无法有效的获得写作能力的提高。这一现状与写作教学是密切相关。为了改善这一现状，本文结合高中教材，以合作学习和过程写作教学理论为基础，对高中英语写作教学提出了一些操作性建议，诸如小组合作，同伴互改，同伴互评等，优化写作过程，提升学生的写作技能，增强学生的英语写作能力。

关键词：同伴合作 合作学习理论 过程教学法 写作能力

Abstract

In high school, writing competence is one of the most important competences in English teaching. Not only can it reflect the student’s real language proficiency, but also an effective way to learn a second language and promote English study. Accordingly, the importance of writing teaching is absolutely remarkable. It requires not only the solid basic knowledge of language, but also demands the ability to analyze questions and evaluate things, flexibility in the use of language, and rational organization of words. Therefore, to write good English article is not easy. In practical English writing, plenty of mistakes tend to appear in students’ articles, like lack of abundant vocabulary, insufficient expressions, unclear information, and a large number of Chinese English expressions. The writing ability of most students is poor and the improvement of writing ability is not effective, which is closely related to the teaching of writing. In order to improve the present situation of English writing, this paper puts forward some suggestions on the teaching of senior high school English writing based on the teaching theory of cooperative learning and process writing. These suggestions, such as group cooperation, peer correction, peer review and so on, aim to optimize the writing process, improve students' writing skills, and enhance students' English writing ability.

Key words: peer cooperation  cooperation learning theory  process approach writing ability 

Contents

1 Introduction 1

1.1 The Background of the Paper 1

1.2 The Purpose and Significance of the Paper 1

1.3 The Structure of the Paper 2

2 Literary review 2

2.1 Researches on Cooperative Learning 2

2.1.1 Definitions 3

2.2 Various cooperative teaching modes 3

2.3 Researches on the Teaching of Writing 4

2.3.1 Product-oriented Approach 4

2.3.2 Process-oriented Approach 4

3 Some Practical Suggestions on How to Teach Writing through Peer cooperation 6

Grouping the students to encourage their cooperative spirits 6

3.1 Determining roles for group members. 7

3.1.1 Developing a positive cooperation environment in classroom 8

3.1.2 Brainstorming through peer discussion 9

3.1.3 Completing the first draft independently 11

3.1.4 Identifying Your Ideas 11

3.1.5 Developing a structural framework 11

3.2 Peer correction 12

3.3 Peer evaluation 12

3.3.1 Evaluation methods 13

3.3.2 Advantages of peer evaluation 14

3.3.3 Conclusion 14

4 Summary 16

4.1 Advantages 16

4.1.1 Writing process 16

4.1.2 The affective domain 17

4.1.3 Communicative ability 17

4.2 Limitation and implication 18

References: 18

Acknowledgment: 20