同伴评价对英语写作教学中学生核心素养培养的影响探究

An Exploration of the Influence of Peer Assessment upon the Cultivation of Students’ Core Competencies in English Writing Instruction

摘要: 随着中国教育改革的推进，核心素养的培养受到广泛关注。本研究以鄂州市某高中一年级学生为对象，探讨同伴互评在英语写作教学中对学生核心素养的影响。研究基于最近发展区理论、过程写作法和合作学习理论，分析同伴互评对学习能力、语言能力和思维品质三个方面的影响。通过访谈、问卷调查和写作测试等方法，本研究回答了以下三个问题：(1) 高中英语写作教学中应用同行评议能在多大程度上提高学生的写作能力？(2) 同行评议对学生思维品质有哪些影响？(3) 同伴互评对学生学习能力有哪些影响？研究结果显示：同伴互评能够显著提高学生的语言能力、逻辑思维能力和批判性思维、认知技能和反思调整能力，激发了写作兴趣。同伴互评是英语写作教学中的有效策略。然而，教师需考虑学生的英语水平和自我意识，将教师反馈与同伴互评相结合，以保证教学质量。

Abstract: With the advancement of China’s educational reform, the cultivation of core competencies has received extensive attention. This study focuses on the first-year high-school students in a certain high school in Ezhou City to explore the impact of peer assessment on students’ core competencies in English writing teaching. Based on the Zone of Proximal Development theory, the process writing approach, and the cooperative learning theory, this research analyzes the influence of peer assessment on three aspects: learning ability, language proficiency, and thinking quality. Through methods such as interviews, questionnaires, and writing tests, this study addresses the following three questions: (1) To what extent can the application of peer assessment in high-school English writing teaching improve students’ writing ability? (2) What impacts does peer assessment have on students’ thinking quality? (3) What effects does peer assessment have on students’ learning ability? The research results indicate that peer assessment can significantly enhance students’ language proficiency, logical thinking ability, critical thinking, cognitive skills, and self-reflection and adjustment ability, and stimulate their interest in writing. Peer assessment is an effective strategy in English writing teaching. However, teachers need to take students’ English proficiency and self-awareness into account and combine teacher feedback with peer assessment to ensure the quality of teaching.