Study On The Design Of Peer Review Activities For English Writing In Junior High School To Promote The Ability To Evaluate Others

The current evaluation of junior high school English writing has always followed the traditional evaluation methods,presenting the characteristics of simplification,patterning,and examination oriented.Peer review,as an evaluation method that integrates learning and evaluation processes,provides a new perspective for the reform of English writing evaluation methods.In the context of the integration of learning and evaluation,it is necessary to reform the evaluation methods.Peer review in English writing is a process in which students consciously evaluate peer writing in depth and provide meaningful suggestions based on internalized evaluation criteria.As a learner centered evaluation method,it is also widely used in English writing courses.As a subordinate concept of thinking quality in the core literacy of English in the new curriculum standard,the ability to evaluate others has become the core driving force of educational evaluation reform and cultivation of high-order thinking to a certain extent.However,at this stage,the structure of junior high school students’ ability to evaluate others development is unbalanced,and the level needs to be improved.Therefore,the peer review activity of English writing oriented to the ability to evaluate others in this study can not only help students improve their English writing ability,but also improve their ability to evaluate others,and promote the formation and development of core competencies in English subjects.Through the above analysis,the core question of this research is: how to design peer review activities in English writing teaching to develop students’ ability to evaluate others?This research question can be divided into the following three sub-problems:(1)What is the design framework,principles and strategies for the peer review activities of junior high school English writing around the cultivation of students’ ability to evaluate others?(2)Based on the above framework,how to iterate and optimize the design of peer review activities in the English writing teaching of the second year in junior high school?(3)What is the effect of the above-mentioned peer review activities on promoting students’ English writing performance and ability to evaluate others?This paper adopts design-based research methods,which takes 48 students from a natural class in Grade 8 of a middle school in Jiangsu Province as the research object,takes the second year of junior high school English writing class as the course context and peer review as the activity,and explores the following three research contents: the design framework construction of junior high school English writing peer review activities,the implementation and iteration of peer review activities,and the impact of peer review activities on students’ English writing performance and ability to evaluate others.Based on the framework of peer review activities,first,this paper clarified the core elements of the design of peer review activities to promote the ability to evaluate others,summarized the characteristics of the peer review activities,formulated the process of peer review activities,and combined the three dimensions of evaluation ability,standard awareness,cognitive feedback ability and reflection improvement,to construct the initial framework,principles and strategies of junior high school English writing peer review activities for the purpose of improving the ability to evaluate others.Secondly,this paper carried out two rounds of peer review activities based on the English writing course in the eighth grade.Through two rounds of design,implementation,analysis and evaluation,reflection and improvement,the design strategy of peer review activities was revised and iterated,a more reasonable framework for peer evaluation activities was generated,and the design principles and strategies of junior high school English writing peer review activities to improve ability to evaluate others were condensed.Finally,the implementation effect of peer review was verified,and the influence of peer review activities on students’ writing performance,ability to evaluate others results and process evaluation were explored.In summary,this paper mainly draws the following four conclusions:First,the integration of evaluation elements into learning activities is the foundation of the framework for peer review activities.Based on the learning nature of evaluation,this paper summarizes the six elements of activity objectives,peer review tasks,peer review methods,peer review rules,activity evaluation mechanism and activity evaluation tools.Second,the principles and strategies of peer review activities in junior high school English writing for the purpose of improving the ability to evaluate others.The principle of supporting thinking generation and display,regards the generation and display of thinking as the premise of evaluating the improvement effect of ability to evaluate others,and guides students to participate in peer review activities that consume by generation;The principle of designing people-centered peer review activities,regards the development of people-centered peer review activities as the key to achieve the goal of improving the ability to evaluate others,and the core of which is to take students as the starting point;The principle of timely and iterative reflection and improvement is to reflect on and improve both students’ thinking and peer review activity design.Third,open and deep thinking processing is the key to improving writing performance.Through the analysis of the students’ writing scores before and after the test,the students’ writing scores and grades have improved after two rounds of peer review activities.In the process of peer review,the deep processing of thinking is reflected in the students’ emotional acquisition,cognitive stimulation and practical improvement,which can deepen the understanding and recognition of the evaluation criteria,broaden the knowledge horizon,open the thinking path,stimulate the writing inspiration,and promote the improvement of English writing performance.Fourth,self-reflection triggered by the examination of the works of peers is the core of improving the ability to evaluate others.Through the result evaluation and process evaluation of the ability to evaluate others,it is found that the level of the ability to evaluate others has been improved,and the process development of the three implicit dimensions of the ability to evaluate others,namely,standard awareness,cognitive feedback ability and reflection improvement,is on the rise.In the process of peer review,students consciously reflect on their own works and cognition,improve their metacognition level,and adjust their own works,standard cognition and learning methods,so that self-reflection caused by peer review of peer works in peer review activities can play a driving role in improving their ability to evaluate others,and promote the development of their ability to evaluate others.