该研究的目的是调查高中英语教师给学生写作反馈的实际操作情况以及学生本人对教师写作反馈的偏好，进而找出两者间存在的差异。该研究具有较大的研究意义，因为研究能给予高中英语写作教学实践以启发，通过调查学生对写作反馈的实际偏好，老师可以更有针对性地满足学生的需求，进而提高写作反馈的有效性。该研究通过问卷调查和访谈，采用质性研究和量性研究相结合的方法，主要从写作反馈的评改方式、反馈内容的侧重点、纠错方式、评语这四个方面探究教师写作反馈的实际应用情况和学生的主观需求，从而对比发现两者间的异同点。 研究发现两者间的差异主要体现在以下四个方面。第一因为精力有限，老师一般采用传统的书面批改方式，而相当一部分学生希望老师可以当面批改他们的作文同时指导他们如何进行修改。第二，在反馈内容的侧重方面，老师一般只会提示学生语法方面的错误，学生在重视语法正确性同时，也希望老师能给出如何改进写作内容和结构方面的意见。第三，学生倾向于老师指出所有作文中存在的错误，而老师常常为了节省时间只会挑出部分他们认为学生自己不易发现的错误。最后学生希望老师可以给他们建议性评语，而不只只是分数。总之，该研究得出结论：在教师实际反馈操作与学生对写作反馈偏好之间确实存在差异。

This study aims to explore the discrepancies existing between students’ preferences and the real situation of teacher’s writing feedback. The study is significant because it can help teachers know students’ practical needs so that they are able to give more effective writing feedback. With a combination of quantitative and qualitative research through questionnaire survey and interview, this survey tries to find out concrete discrepancies on following four aspects: types of writing feedback, focuses of writing feedback, error correction and comments. This survey finds that discrepancies are embodied on four aspects. The first one is that a considerable proportion of students want to have a face-to-face conference with their teacher to talk about their writing, while it is impractical for teachers to talk with every students directly due to huge teaching burden. Secondly, students also hope to receive content feedback, while teachers usually just give them form feedback. The third one is that teachers fail to meet students’ expectation due to lack of time that they wish teachers to circle all mistakes they make in their writing. Finally, students want to receive advisory comments instead of mere grades. In conclusion, this study demonstrates that discrepancies do exist between the feedback students receive from their teachers and their preferences for teacher’ writing feedback.