A Study On The Model Of Integrating Teacher Feedback And Peer Feedback In Senior High School English Writing-From The Perspective Of Educational Ecology

With the globalization of the world,English has become one of the most widely used languages in the world.As an important form of language output,English writing has received more attention from foreign language and education circles.Since 2010,the cultivation of writing skills has become the focus of a new round of teaching reform.It has aroused the general concern of experts,scholars and first-line teachers.Feedback is particularly important in the teaching of English writing.How to provide effective feedback has always been the focus of English teachers and researchers at home and abroad.By reading the results of previous studies,the author finds that in the feedback model of senior high school English writing,researchers seldom consider students' opinions and attitudes towards writing,and the focus of their research is Teacher Feedback Model.Even though some researchers have studied the Peer Feedback Model,there is no detailed peer feedback training for students in the experimental process,so that the roles of students in the Peer Feedback Model are not reflected.After considering the above problems,from the perspective of Educational Ecology,the author comprehensively considers the relationship among teachers,students and classroom environment,and makes an empirical study on the effect of the Model of Integrating Teacher Feedback and Peer Feedback in senior high school English writing.Based on the five basic principles of Educational Ecology,the study aims to explore the following research questions:(1)What are the effects of the Model of Integrating Teacher Feedback and Peer Feedback on students'English writing scores?(2)What are the effects of the Model of Integrating Teacher Feedback and Peer Feedback on students',English writing motivation?(3)What are the students'suggestions on the Model of Integrating Teacher Feedback and Peer Feedback?The subjects of this study are 100 eleventh grade students.The two classes needed in the study are randomly divided into the experimental class and the control class.The experimental class adopts the Model of Integrating Teacher Feedback and Peer Feedback,and the control class adopts the Teacher Feedback Model.The research instruments include:English Composition Test Paper for College Entrance Examination,questionnaires and the interview.After collecting the data,the author uses SPSS software to analyze the data.Data analysis includes descriptive analysis,Independent sample t-test and Paired sample t-test.In addition,the author uses NVivo 10 to analyze the interview contents of students with different English learning abilities in the experimental class.The results are as follows:After the experiment,the English writing scores of the students in the experimental class and the control class have made some improvement.However,the English writing scores of the experimental class is higher than that of the control class.From the results of questionnaires of the experimental class and the control class,the English writing motivation of the students in the experimental class has improved to some extent,but the English writing motivation of the students in the control class has not changed much after the experiment.By analyzing the interviews of the students in the experimental class,the author finds that the students with different English learning abilities are satisfied with the implementation process of the Model of Integrating Teacher Feedback and Peer Feedback.However,the Model of Integrating Teacher Feedback and Peer Feedback has different effects on the English writing scores of students with different English learning abilities.The students with medium learning abilities have made the greatest progress in their English writing scores,while students with high learning abilities and low learning abilities have made less progress in their English writing scores.Secondly,the Model of Integrating Teacher Feedback and Peer Feedback promotes the motivation of most students in English writing.Under the guidance of Educational Ecology Theory,this study comprehensively considers the relationship among the teacher,students and classroom environment.By implementing the Model of Integrating Teacher Feedback and Peer Feedback,students'English writing scores and motivation in English writing have been improved to a certain extent.The classroom atmosphere of English writing has also become active.Students' knowledge of English writing has also increased.Teachers have also achieved positive results in the teaching of English writing.To sum up,the Model of Integrating Teacher Feedback and Peer Feedback has a positive effect on senior high school English writing teaching.In the future teaching of English writing,teachers can use multimedia teaching equipment and design interesting classroom activities to create a good English learning environment for students,so as to mobilize students' learning enthusiasm and give students the opportunity to express their views.At the same time,students should actively cooperate with teachers'teaching work and develop the ability of independent thinking and cooperative learning.