A Study On The Application Of Peer Evaluation Activities For The Cultivation Of Middle School Students’ Writing Reflection Ability In English Classroom Teaching

The new English curriculum standards for Compulsory Education(2022)put forward the curriculum concept of “valuing and optimizing the language learning process” and “focusing on the evaluation of students’ comprehensive language skills”.This shows that today’s educational philosophy places more emphasis on the process of teaching and learning and on the evaluation of teaching and learning.With regard to assessment,the Ministry of Education has proposed that students should be encouraged to actively engage in diversified activities,such as self-assessment and mutual assessment,changing from being the recipients of assessment to being subjects and active participants in learning process.Students are the main subjects of learning and are at the center of the learning process.Therefore,self-assessment and peer assessment play a very important role in students’ learning activities,the essence of which is to make students the masters of their own learning and to enable them to learn actively,effectively and sustainably,thus developing their capacity for independent learning.Reflection is an important aspect of independent learning as a significant way of developing autonomy.Teachers should consciously cultivate students’ reflective skills in the teaching process,so that they can take the initiative to learn,learn to learn and enjoy learning.On the basis of metacognition and cooperative learning theory,the current study tries to establish a new writing model----“reflective peer-assessment activity-based writing teaching”,trying to cultivate students’ reflective writing ability through peer-assessment English writing teaching,so as to improve students’ English writing level and form learning ability.The purpose of this study is to develop students’ reflective writing skills through peer-assessment-based English writing instruction,so that they can improve their English writing skills and develop independent and lifelong learning abilities.In this study,the students of Class 906 and 908 in Secondary School D of City Y of Province H were recruited as experimental and control class respectively.A seven-week study was conducted to test the effectiveness of peer assessment teaching activities in teaching English writing in junior high schools by using a combination of quantitative and qualitative research methods,including questionnaires,interviews,and pre-post tests.This study focused on answering the following two research questions:(1)Is there any difference in the English writing performance of students of different writing levels with the writing teaching model centered on peer assessment? If so,what are the differences?(2)How does the peer-rated writing instruction model affect the development of students’ reflective writing skills at different writing levels? In what ways is it reflected?The results of the study showed that the “reflective peer assessment of English writing”had a positive impact on the overall reflective skills of junior high school students,and there were significant changes in all three sub-items of the reflective questionnaire(reflective behavior,self-analytic behavior,and reflective strategies).At the same time,the students’ English writing skills are improved significantly.The results showed that the “reflective peer-assessment writing instruction” method is feasible and effective.This study suggests that teachers should be more flexible in adapting activities to improve students’ reflective skills in the future,and design more teaching sessions that can help improve students’ critical reflective skills.