Research On The Design And Application Of Peer Evaluation Activities In Primary School Chinese Writing Teaching Network

As an essential part of language teaching in primary schools,writing plays a vital role in students’ language learning of entering the middle school and even in the development of high-quality human resources.The new curriculum standards for primary school language writing in Key Stage 3(Years 5-6)clearly state that students should pay attention to revising their own work and take the initiative to exchange revisions with others.However,the current situation of writing teaching in primary school is not optimistic.Students find it is difficult to learn writing and lack interest and enthusiasm in writing,especially in the evaluation of composition,which still has problems such as single evaluation by teachers,untimely evaluation feedback and low evaluation effect.The promotion of the concept of diversified assessment has promoted the innovation of teaching assessment methods.Peer review is an important assessment tool and learning method,and is a writing teaching activity in which students exchange reading essays with others and make suggestions for revision.With the development of information technology,the online platform provides convenient interaction and timely feedback to support the efficient implementation of peer review activities.How to integrate online peer review into primary school writing teaching activities,so as to make up for the shortcomings of traditional writing teaching and improve students’ learning outcomes is a problem worthy of attention.The aim of this paper is to examine three issues: the current state of research on online peer review and the current state of evaluation in primary school writing teaching,the ways in which scientific and effective online peer review activities can be designed and implemented in primary school writing teaching,and the impact of online peer review on students.Based on a review of the literature on peer review and online peer review at home and abroad,the study is guided by constructivist theory,cooperative learning theory and process writing pedagogy,and uses methods such as literature research,action research and survey research.The study aims to stimulate students’ interest in writing,improve the current evaluation situation of primary school language writing teaching and enhance the teaching effectiveness,and focusing on students’ writing and mutual assessment process.Three rounds of action research were designed and implemented in the fifth grade writing teaching class and online learning environment,with continuous reflection and improvement.Finally,the results were collected and analysed from the peer review process data,essay quality and questionnaires,and student case interviews to verify the effectiveness of the teaching practices and to propose recommendations for the effective implementation of online peer review in primary school writing.The results of the study show that the writing teaching in primary school based on online peer review is feasible and effective,and that it not only has increased students’ interest and motivation in writing,but also has had a positive impact on their writing and revision skills.By participating in online peer review activities,students affirm this form of essay evaluation and their awareness of collaborative communication and personal reflection is enhanced.However,as primary school students are at the inital stage of development in terms of knowledge and cognition,they are not strong in self-control,so the smooth implementation of online peer review cannot be separated from the guidance and intervention of teachers.At the end of this paper,some shortcomings of the research process are reflected upon and prospects for follow-up work are provided.