| English writing is an important standard to measure a student’s comprehensive level of English,and the evaluation method of composition is also very important,which has attracted many domestic and foreign researchers to discuss and research.The method of evaluation mainly includes teacher evaluation and peer evaluation.Peer review is the core of the process writing method,emphasizing student-centeredness and meeting the requirements of the curriculum standard.There is only one theoretical basis for this paper,and that is the theory of cooperative learning.It is student-centered and pays more attention to communication and interaction between students.Based on this foundation,the author explores the application of peer review to senior high school English writing teaching.The subjects of the study are the second-year students and English teachers of Tongjiang Experimental High School in Sichuan province.Two questions are studied:(1)What is the effect of peer review in the teaching of English writing in senior high schools?(2)What are the factors that affect peer evaluation in English writing teaching in senior high schools?Through the investigation,the author has the following findings: Firstly,high school students generally have a positive attitude towards peer evaluation,and they recognize the role of peer evaluation mode,such as: training cooperative learning ability and cultivating thinking ability.Secondly,peer review can improve their writing skills,such as larger vocabulary,accurate words,richer content,and clearer structure.It has been found that factors such as the way of grouping,the individual abilities of students,and the attitudes of students,students’ subjective initiative,time setting,teacher guidance and task difficulty will affect peer evaluation.Based on the results of study,the author puts forward pedagogical implications to provide reference for senior English teachers when applying peer review to English writing teaching. |
