当代外语研究 ›› 2015, Vol. 15 ›› Issue (5): 35-40.doi: 10.3969/j.issn.1674-8921.2015.05.007
王捷
发布日期:
2020-07-25
作者简介:
王捷,上海交通大学外国语学院在读博士、华东理工大学外国语学院讲师。主要研究方向为语言测试与评估、二语习得。电子邮箱:jiewangcathy@126.com
WANG Jie
Published:
2020-07-25
摘要: 本文探讨了形成性反馈在英语教学过程中的实施与应用。首先介绍了形成性反馈的涵义、方式、分类、作用、特征及问题所在;其次,结合两个英语教学反馈模型的分析以及国内外英语教学中形成性反馈实例的归纳和总结,阐述了形成性反馈对培养自主学习能力以及促进英语学习的积极作用;最后,从教师、学生、学校及教育管理部门等角度,探讨了理解和实施形成性反馈对我国英语教学的意义和启示。
中图分类号:
王捷. 以评促学——英语教学中的形成性反馈应用研究[J]. 当代外语研究, 2015, 15(5): 35-40.
WANG Jie. Assessment for Learning: Use of Formative Feedback in English Language Teaching and Learning[J]. Contemporary Foreign Languages Studies, 2015, 15(5): 35-40.
Angelo,T & P. Cross. 1993. Classroom Assessment Techniques [M]. San Francisco: Jossey-Bass. Baron, R. A. 1988. Negative effects of destructive criticism: Impact on conflict, self-efficacy, and task performance [J]. Journal of Applied Psychology 73(2): 199-207. Black, P. & D. William. 1998. Assessment and classroom learning [J]. Assessment in Education 5(1): 7-74. Boud, D., R. Cohen & J. Sampson. 1999. Peer learning and assessment [J]. Assessment and Evaluation in Higher Education 24(4): 413-26. Boud, D. 2000. Sustainable assessment: Rethinking assessment for the learning and assessment [J]. Assessment and Evaluation in Higher Education 24(4): 413-26. Brookhart, S. 2008. How to Give Effective Feedback to Your Students [M]. Alexandria: Association for Supervision and Curriculum Development. Butler, D & P. Winne. 1995. Feedback and self-regulated learning: A theoretical synthesis [J]. Review of Educational Research 65(3): 245-81. Butler, R. 1986. Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance [J]. Journal of Educational Psychology 78(3): 210-16. Butler, R. 1987. Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance [J]. Journal of Educational Psychology 78(4): 210-16. Butler, R. 1988. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and involvement [J]. British Journal of Educational Psychology 58(1): 1-14. Cowan, J. 1999. Being an Innovative University Teacher [M]. Buckingham: Open University Press. Day, J. D. & L. A. Cordon. 1993. Static and dynamic measures of ability: An experimental comparison [J]. Journal of Educational Psychology 85(1): 76-82. de Luque, M. F. & S. M. Sommer. 2000. The impact of culture on feed-back-seeking behavior: An integrated model and propositions [J]. Academy of Management Review 25(4): 829-49. Gibbs, G. 1999. Using assessment strategically to change the way students learning [A]. In S. Brown & A. Glasne (eds.). Assessment Matters in Higher Education: Choosing and Using Diverse Approaches [C]. Buckingham: Open University Press. 41-53. Gibbs, G & C. Simpson. 2004. Conditions under which assessment supports students’ learning? [J]. Learning and Teaching in Higher Education (1): 3-31. Goldstein, I. L., J.T. Emanuel & W.C. Howell. 1968. Effect of percentage and specificity of feedback on choice behavior in a probabilistic information-processing task [J]. Journal of Applied Psychology 52(2): 163-68. Graesser, A. C., D. McNamara & K. VanLehn. 2005. Scaffolding deep comprehension strategies through AutoTutor and iSTART [J]. Educational Psychologist 40(4): 225-34. Hamp-Lyons, L. 2009. Principles for large-scale classroom-based teacher assessment of English learners’ language: An initial framework from school-based assessment in Hong Kong [J]. TESOL Quarterly 43(3): 524-30. Hattie, J & H. Timperley. 2007. The power of feedback [J]. Review of Educational Research 77(1): 81-112. Hoska, D. M. 1993. Motivating learners through CBI feedback: Developing a positive learner perspective [A]. In V. Dempsey & G. C. Sales (eds.). Interactive Instruction and Feedback [C]. Englewood Cliffs: Educational Technology. 105-32. Hounsell, D. & V. McCune. 2003. Students’ experiences of learning to present [A]. In C. Rust (ed.). Improving Student Learning Theory and Practice—Ten Years on [C]. Oxford: Oxford Centre for Staff and Learning Development. 108-19. Ilgen, D. R., C. D. Fisher & M.S. Taylor. 1979. Consequences of individual feedback on behavior in organizations [J]. Journal of Applied Psychology 64(4): 349-71. Irons, A. 2008. Enhancing Learning through Formative Assessment and Feedback [M]. London & New York: Routledge. Laurillard, D. 2002. Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.) [M]. London: Routledge. Lunsford, R. 1997. When less is more: principles for responding in the disciplines [J]. New Directions for Teaching and Learning 69: 91-104. McDonald, B & D. Boud. 2003. The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations [J]. Assessment in Education 10(2): 209-20. Mory, E. H. 2004. Feedback research review [A]. In D. Jonassen (ed.). Handbook of Research On Educational Communications and Technology [C]. Mahwah: Lawrence Erlbaum. 745-83. Narciss, S. & Huth, K. 2004. How to design informative tutoring feedback for multimedia learning [A]. In H. M. Niegemann, D. Leutner & R. Brunken(eds.). Instructional Design for Multimedia Learning [C]. Munster: Waxmann. 181-95. Nicol, D. & D. Macfarlane-Dick. 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice [J]. Studies in Higher Education 31(2): 199-218. Orsmond, P., S. Merry & K. Reiling. 2002. The use of formative feedback when using student derived marking criteria in peer and self-assessment [J]. Assessment & Evaluation in Higher Education 27(4): 309-23. Page, E. B. 1958. Teacher comments and student performance: A seventy-four classroom experiment in school motivation [J]. Journal of Educational Psychology 49(4): 173-81. Shute, V. J. 2008. Focus on formative feedback [J]. Review of Educational Research 78(1): 153-89. Steadman, M. 1998. Using classroom assessment to change both learning and teaching [J]. New Directions for Teaching and Learning 75: 23-35. Stefani, L & D. Nicol. 1997. From teacher to facilitator of collaborative enquiry [A]. In S. Armstrong, G. Thompson & S. Brown (eds.). Facing up to Radical Changes in Universities and Colleges [C]. London: Kogan Page. 131-40 Stufflebeam, D. L. 1983. The CIPP model for program evaluation [A]. In G. F. Madaus, M. Scriven & D. L. Stufflebeam (eds.). Evaluation Models: Viewpoints on Educational and Human Services Evaluation [C]. Boston: Kluwer-Nijhoff. 117-41. Sweller, J., J. V. Merrienboer & F. Pass. 1998. Cognitive architecture and instructional design [J]. Educational Psychology Review 10(3): 251-96. Taras, M. 2001. The use of tutor feedback and student self-assessment in summative assessment tasks: Towards transparency for students and tutors [J]. Assessment and Evaluation in Higher Education 26(6): 605-14. Taras, M. 2002. Using assessment for learning and learning from assessment [J]. Assessment and Evaluation in Higher Education 27(6): 201-10. Taras, M. 2003. To feedback or not to feedback in student self-assessment [J]. Assessment and Evaluation in Higher Education 28(5): 549-65. 邓跃平、张薇.2009.任务型交互活动中的修正性反馈与目标语发展[J].外语教学(6):58-66. 教育部高等教育司.2007.大学英语课程教学要求[M].上海:上海外语教育出版社. 唐雄英、章少泉.2007.新型评价在大学英语教学中的实施和问题[J].外语与外语教学(1):14-19. 王学锋.2011.形成性评价反馈循环模式与英语写作教学[J].解放军外国语学院学报(1):52-55. 胥国红.2006.大学英语教师课堂反馈的功能研究[J].西安外国语学院学报(4):63-67. 中华人民共和国教育部.2012.义务教育英语课程标准(2011年版)[M].北京:北京师范大学出版社. |
[1] | 钱莹, 任红, 张文, 王伟铭, 谢静远, 李晓, 陈楠, 陈晓农,. 浸入式全英语教学在临床医学肾脏专业授课中的应用[J]. 诊断学理论与实践, 2019, 18(06): 718-720. |
[2] | 刘兴华, 童剑平. 应用型本科院校通用大学英语教材适切性调查[J]. 当代外语研究, 2019, 19(04): 97-105. |
[3] | 李霄垅, 张冰清. 大学英语沉浸式教学与习得性无助:问题与对策[J]. 当代外语研究, 2018, 18(06): 106-111. |
[4] | 贾国栋. 《大学英语教学指南》与高校大学英语教学改革[J]. 当代外语研究, 2017, 17(06): 62-65. |
[5] | 严世清. 《大学英语教学指南》与大学英语教学改革与发展[J]. 当代外语研究, 2017, 17(04): 32-36. |
[6] | 陈新仁, 李捷. 英语作为国际通用语背景下的跨文化交际能力培养刍议[J]. 当代外语研究, 2017, 17(01): 19-24. |
[7] | 彭程, 鲍珍. ELF视角下再议二语学习者的“口语石化”现象[J]. 当代外语研究, 2017, 17(01): 67-70. |
[8] | 杨枫;. 《融合大学英语》编写理念论纲[J]. 当代外语研究, 2016, 16(05): 60-63+94. |
[9] | 翁静乐;. “行动研究”与商务英语教学研究[J]. 当代外语研究, 2016, 16(03): 40-44+94. |
[10] | 武继红;. 商务英语通用语:商务英语教学的新视角[J]. 当代外语研究, 2016, 16(01): 48-52. |
[11] | 张军, 刘艳红. 从大学英语教材词汇看《大学英语课程教学要求》的指导意义[J]. 当代外语研究, 2015, 15(6): 23-28. |
[12] | 叶兴国. 新常态下的英语教学创新①[J]. 当代外语研究, 2015, 15(12): 9-13. |
[13] | 常凤岐. 万树桃李几忆君 岁岁花开报师恩——追思许国璋先生[J]. 当代外语研究, 2015, 15(11): 15-17. |
[14] | 章木林, 宋红波. 合作学习模式对学习者积极互赖与英语自主学习能力的影响[J]. 当代外语研究, 2015, 15(11): 44-49. |
[15] | 马艳, 李丽生. 英语作为国际通用语使用研究的特征、视角与启示[J]. 当代外语研究, 2015, 15(09): 58-64. |
阅读次数 | ||||||
全文 |
|
|||||
摘要 |
|
|||||