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一、引言High school English writing teaching often faces challenges and misconceptions, which necessitates the development of a diverse and dynamic peer assessment model. This article aims to explore and implement such a model in high school English writing classes. By incorporating four key elements of peer assessment, namely selecting clear objectives, collaborative discussions to establish assessment criteria, cyclic consolidation for continuous improvement, and real-time feedback for ongoing support, this model empowers students as the evaluators of their peers' writing. This article will outline the specific implementation process of this model and highlight its advantages in terms of clear objectives, in-depth analysis, focus on the process, and leadership. The insights and recommendations provided in this article can serve as a valuable reference for frontline teachers to promote student-centered peer assessment in writing.

Introduction

A. Challenges and misconceptions in high school English writing teaching

In high school English writing classes, teachers often face challenges such as limited individualized feedback, lack of student engagement, and insufficient opportunities for collaborative learning. These challenges hinder students' writing development and may result in a lack of motivation and progress.

B. Background and significance of constructing a diverse and dynamic peer assessment model

To address the aforementioned challenges, it is crucial to establ 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 标。其次，分组进行同伴互评，激发学生之间的合作与交流。再次，进行协同研讨和讨论，促进学生的思辨与批判能力的发展。此外，提供实时反馈和跟进指导，帮助学生及时改进自己的作品。最后，循环巩固和螺旋提升，让学生在多次互评中不断提高自己的写作水平。

综上所述，多元动态同伴互评模式在高中英语写作教学中具有较好的效果。通过明确目标、见深度、重过程、有引领等优势，该模式能够有效提高学生的写作能力，促进他们的思辨与批判能力的发展，培养他们的合作与交流能力，同时激发他们的学习兴趣与动力。因此，一线教师可以在实践中参考这种多元动态同伴互评模式，推进以学生为评价主体的写作互评，从而提高学生的写作水平和综合能力。[文章尾部最后300字内容到此结束,中间部分内容请查看底下的图片预览]

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