Research On The Influence Of Peer Peer Assessment On Students' Autonomous Learning Ability In High School English Writing Teaching

Cultivating the autonomous learning ability of senior high school English learners has always been the goal emphasized in the new curriculum standard of senior high school English teaching.At present,the autonomous learning ability of high school English learners has not been well developed,and the students' enthusiasm and initiative for autonomous learning need to be improved urgently.Writing has always been the focus and difficulty of English teaching in high school,while writing evaluation,as an important part of writing teaching,has also attracted much attention.Now,Traditional writing teaching evaluation mostly adapts the way of teacher evaluation,which leads students to accept teachers' evaluation of their own work passively.As a result,students' subjectivity is not reflected in writing process.At the same time,it also restricts students' from thinking independently,which also becomes one of the factors why high school students have poor autonomous learning ability.The traditional evaluation method is also against the requirement of new curriculum standards that writing evaluation should reflect students' subjectivity and cultivate students' autonomous learning ability.Peer editing can not only gradually develop students' ability to evaluate peer's work,but also clarify their learning goals and cultivate their autonomous learning ability.Researches on peer editing and autonomous learning have got great achievements in domestic and foreign studies.However,there are few studies combining peer editing with autonomous learning.At the same time,more studies focus on college students,but the development of autonomous learning ability also has a great impact on high school students' future study.In view of this,this study takes senior high school English writing teaching as an example to discuss the influence on students' autonomous learning ability by implementing peer editing method and designing classroom teaching activities about peer editing in the teaching process.The subjects of this study are students from two parallel classes in a high school of Wei fang,and the students are freshmen in senior high school.The number of students in both classes is 48.The writing skills of the students in the two classes are similar as well as the teaching progress,and the teaching tasks of both classes are performed by the author.The research questions in this study are:(1)What is the overall level of high school students' autonomous learning ability before peer editing?(2)Through the implementation of peer editing,has the student's autonomous learning ability been improved,if the answer is yes,and what areas have been improved?(3)Through implementing peer editing,is the effect of autonomous learning ability on students of different levels the same? After one semester of teaching experiments,the following results are obtained by descriptive statistics,independent sample t-tests of questionnaire data and interviews from students:(1)Through the questionnaire survey on the autonomous learning ability of the two classes,it is found that before peer editing,most students in the experimental class and the control class have relatively low autonomous learning ability in the aspects of this three dimensions: cultivating learning objectives and implementing learning plans,applying learning strategies and methods,monitoring and evaluating their own learning.(2)Through the implementation of peer editing,students' self-learning ability have been improved.In terms of autonomous learning ability,the improvement is reflected in three dimensions: students' ability to cultivate and implement learning objectives,their ability to use learning strategies and methods,and their ability to monitor and evaluate their own learning,and there exists some differences in the effect of students' self-learning ability.(3)The effect of peer editing on students of different levels is not the same.Under the situation that the ability of autonomous learning is not strong,the improvement effect of high-level students is significantly higher than that of low-level students.Therefore,this study believes that peer editing has a certain guiding significance for writing teaching.Peer editing can be used in English writing teaching in high school to cultivate students' autonomous learning ability.At the same time,teachers should pay attention to the training of students before peer evaluation in the specific process,so as to ensure the smooth progress of teaching activities.And the teacher should have the ability to manage the whole class,so as not to disturb the teaching.