An Application Research Of Peer Review In Senior High School English Continuation Task Teaching

Under the background of the new college entrance examination,there are some changes in the exam type.Continuation task writing is added as a new type of writing.In the face of this new writing type,how to effectively teach writing has become a more important issue.The New English Curriculum Standard(2017 Edition,2020Revision)stresses that it is necessary to advocate students to have self-evaluation and mutual assessment.Peer review is to give full play to students’ subjectivity in the evaluation process,so that the students’ subject status can be developed.This research makes an attempt to apply peer review to the English continuation task writing teaching,trying to research the following questions:(1)What is the status quo of students’ continuation task writing?(2)How to conduct peer review in the continuation task writing teaching in senior high school?(3)What is the effect of peer review on students’ continuation task performance? Based on the theory of cooperative learning,the process writing approach and the zone of proximal development,and taking the students of Class 15 of a senior high school as the research subjects,this thesis researches the application of peer review to continuation task teaching by means of questionnaire survey,tests and interviews.The whole research process lasted for three months.Before carrying out the peer review activity,a pre-test was conducted and a questionnaire was distributed.During the experiment,peer review method was adopted in the continuation task teaching.The students evaluated their peers’ continuation compositions mainly from three aspects: the degree of cohesion between the content and the given passage and the first sentences given;the accuracy and richness of the language used and the coherence of the text structure.After the experiment,the post-test was conducted and some students were selected for interview.Through a comprehensive analysis of the questionnaire,writing test scores and interview results,this research mainly has the following findings:(1)The students are not confident enough in continuation task writing.The ability to write a text closely consistent with the original passage and have vocabulary richness as well as use connectors needs to be strengthened.(2)When applying peer review to continuation task teaching,the reasonable grouping,formulation of evaluation standards and peer review training should be carried out orderly.(3)The content,language expression and text structure of students’ compositions are improved on the whole.Students’ overall writing performance has been improved,but the extent of improvement for students at different levels is not the same.Among them,the improvement of low level students is the most obvious,followed by intermediate level students,while the improvement of high level students is not so significant.Therefore,this research holds the opinion that peer review has a certain practical significance for continuation task teaching in senior high school.Teachers should introduce peer review into the English class as early as possible and conduct relevant peer review training.Peer review and teacher feedback should also work together to improve students’ interest and writing performance in continuation task.