【作者】 崔博；

【导师】 王红艳；

【作者基本信息】 辽宁师范大学 ， 课程与教学论， 2012， 硕士

【摘要】 随着全球化、信息化和知识经济的迅猛发展,我国的人才培养目标也在发生着巨大变化——从过去注重知识和技能的传授,发展为现在以提倡素质教育,重视培养学生的创新精神和解决实际问题的能力为目标。这样的发展和变化对我国的英语教学提出了新的挑战,为我们实施“同伴学习”与“同伴评估”提供了前提和发展空间。在社会建构主义的影响和指导下,“同伴学习”与“同伴评估”作为一种有效的教学模式在国外许多院校研究与实施了好多年,并且已经形成比较完备的教学理念及操作程序。近些年来,我国的很多学者也开始探讨“同伴学习”与“同伴评估”在我国高校教学中的实施与运用,但是把这种教学方法应用到非英语专业本科口语教学中尚属少见。综合国内外的相关研究来看,尽管国内外学者的研究背景、研究对象及所设计的教学情境不尽相同,但是他们对于“同伴学习”与“同伴评估”的研究成果却呈现一致性,即与传统的讲授法相比,同伴互助学习模式更能提高学习者的自信心、学习主动性以及学习能力。因此,为了验证国内外学者的研究成果,进一步探讨“同伴学习”与“同伴评估”在我国高校非英语专业英语口语教学中的可行性和有效性,作者以辽宁省某大学非英语专业二年级116名学生为研究对象,实施了为期16周的口语教学实践,通过采用访谈／座谈、问卷调查等手段,收集、分析信息并验证研究假设。从获得的反馈信息和实验结果来看,作者进行的尝试与实践达到明显效果：学生表现出比以前更喜欢上口语课了；对于小组汇报之后的点评环节,他们感到“耳目一新”,受益匪浅；学生在合作、组织与协调方面得到锻炼,培养了他们终身学习的能力。作者期待“同伴学习”与“同伴评估”可以进一步应用到其它教学中,以使更多的学生从中受益。本文的研究结果给我国的英语教学带来重要启示和建议：教师应该转变教学理念,充分相信每个学生所具有的学习潜质和能力,始终把培养学生的上进心和自信心放在首位；英语课堂教学应该立足于以人为本,强调教师和学生“双主体”作用；为了有效开展“同伴学习”与“同伴评估”活动,教师要帮助和指导学生,合理地组建学习小组；评估作为学习活动中不可或缺的一个重要环节和要素,有利于促进和改善学生的学习效果。更多还原

【Abstract】 With the development of globalization, information, and knowledge economy, great changes have taken place in the objectives of personnel training in our country, which transformed from transmission of knowledge and skills to quality education marked by cultivating students’creativity and problem-solving ability. Such development and transformation has brought up a challenge and also provided potential condition and room for us to do peer learning and peer assessment in English teaching and learning at tertiary level in China.Influenced and guided by social constructivism, peer learning and peer assessment has been studied and practiced abroad for many years and scholars in some foreign countries have created well-developed teaching notions and operational procedures. In recent years, scholars in China are also making efforts to implement it in different subjects at different levels. However, rare studies have been carried out in teaching non-English majors in oral English instruction.Based on the research from home and abroad, we can find that despite the different research background, participants, and teaching situation, foreign and domestic scholars have come to the similar conclusion that compared with traditional lectures peer learning and peer assessment is beneficial for training students’self-confidence, initiative, and learning competence. Therefore, in order to prove those research results and further explore the feasibility and effectiveness of this teaching model in China, the author used116non-English majors in a college of Liaoning Province as subjects and carried out experiment in oral English teaching for16weeks. By using interview and questionnaire, the author gathered and analyzed information to test hypothesis. From the feedback obtained from interview and questionnaire, the author arrived at these benefits:all the students in the experiment enjoyed oral English course more than before; they like peer assessment best because they find it fresh and rewarding; peer learning and peer assessment is useful to increase their abilities of cooperation, organization and coordination and contribute to their lifelong learning.It is hoped that this teaching method can be used in other subjects and let more students gain benefits from it. This thesis has brought about some implications and suggestions to English teaching in China:teachers should upgrade their beliefs and trust each individual student’s potentiality and capability in learning, attaching importance to their initiative and self-confidence; English teaching should be learner-centered, emphasizing two subjects of both the teacher and students; what matters when using peer learning and peer assessment is the way of how to divide students into study groups so that each member can perform into their full play; as an inseparable part in the learning process, peer learning followed by peer assessment is an effective approach to prove and improve student learning.更多还原