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1、建构主义视角下高中英语写作教学中的有效反馈策略研究----高中英语教学论文-->ChapterOneIntroduction1.1BackgroundoftheStudyAsoneofthefourbasicskillsinEnglishlearning,Englishportanceforhumaninformationexchange.Meanportantpart.Therefore,inordertoenhancetheEnglishadegreatattemptsandefforts,suchasenlargingthevocabulary,recitingthe
2、sentencepatterns,imitatingthemodelessays,etc.Homarizedthat，tobothteachersandstudentsalike,soffeedback,teacher)andpeerfeedback(feedbackfromstudent).TeacherfeedbackisverypopularinEnglishs(2007:110)epoint.，therearestilllotsofmistakesorerrorsinstudents'essays.………..1.2PurposeandSignificanceofth
3、eStudyThefirstpurposerepresentsitstheoreticalsignificance.Inspiteofalargesumofstudiesontheeffectoftheanyproblemsorlimits.Firstly,mostofpreviousstudieshavebeenconductedinashorttime.Secondly,therehaveusuallybeenasmallnumberofparticipatorsinthestudy.ore，themajorityofstudiesforhighschoolstuden
4、ts'Englishlearning.Finally,thereareveryfe.Thisthesismakessomeeffortstofillinthegaps.Inthefirstplace，theresearchstudiesthe120highschoolstudents'theoryprovidesthetheoreticalbasesforseekingtheeffectivestrategies.Thesecondpurposeclaimsthepracticalsignificance,highschoolEnglishwritingteaching.A
5、sweallknow,listening,speaking,-->readingandsofEnglishteaching—tocultivatethestudents'prehensiveEnglishproficiency.Therefore,intheprocessofEnglishteaching，phasisononeaspectbutignoretheothers.oreattentiontothenegativeeffectsbroughtbytheinefficientEnglishedteacherresponse，isprovidedbyteachers
6、;indicates,esfromthepeerclassmates.InthetraditionallanguageakeEnglishmar,vocabulary,andotheraspects.Ferris(1997)alsofindsthatstudents,aftertheteacherfeedback,tendtoostofthestudentsdesiretheteacherfeedbackinthehopethatitcanimprovetheirajorityofChineselearnersputanemphasisontheteacherfeedbac
7、k.Theytendtocarefullyreadthepositionaftertheteacherfeedback，andthinkaboutthefeedbacktomakesurethatitcanenhancetheir-FocusedFeedbackandContent-FocusedFeedbackThereisalsoadiscussionamongtheexpertson,contentorboth.Inthereferstosurfacefeatures,mainlythemaranditsme
