以评促学——大学英语写作有效同伴反馈模式构建及促学效果研究

doi:10.3969/j.issn.1674-8921.2017.05.002

当代外语研究 ›› 2017, Vol. 17 ›› Issue (05): 9-15.doi: 10.3969/j.issn.1674-8921.2017.05.002

以评促学——大学英语写作有效同伴反馈模式构建及促学效果研究

刘兴华, 纪小凌, 余继英

上海交通大学,上海,200240

出版日期:2017-09-28 发布日期:2020-07-25
作者简介:刘兴华,上海交通大学外国语学院讲师。主要研究方向为二语习得、二语写作。电子邮箱:liuxinghua@sjtu.edu.cn
纪小凌,上海交通大学外国语学院副教授。主要研究方向为二语习得、二语写作。电子邮箱:xlji@sjtu.edu.cn
余继英,上海交通大学外国语学院讲师。主要研究方向为二语习得、二语写作。电子邮箱:yujiyingliz@126.com
基金资助:
*本文系中国外语教育基金项目“以评促学——社会认知视角下的英语写作同伴反馈优化模式研究”(编号ZGWYJYJJ2016B02)、上海交通大学本科教学改革项目“以评促学——构建反思型、批判性英语写作课堂”及上海交通大学教学发展中心发展基金项目“大学英语写作课堂实施同伴评估的可行性及有效性研究”(编号CTLD15B1014)的阶段性成果。

Assessment for Learning: A Study on the Construction of Effective Peer Feedback Model and Its Learning Effects

LIU Xinghua, JI Xiaoling, YU Jiying

Online:2017-09-28 Published:2020-07-25

摘要/Abstract

摘要： 同伴反馈是写作教学研究的热点话题,目前学术界对它的可行性和效果仍然存在较大争议,普遍反映的问题是活动容易流于形式、学生不能很好地反思和总结,从而导致同伴反馈活动学习效果差。着眼于克服上述问题,本研究以自我调节学习理论为指导,设计并实施了以同伴反馈活动为核心的大学英语写作教学模式。研究发现,经过一学期的实践,学生表示喜欢并接受同伴反馈活动,而且英语写作成绩有了显著提高,批判性反思能力得到锻炼和提升。我们建议,教师有必要且有信心在大学英语写作课堂引入同伴反馈机制,充分发挥其强大的促学潜能。

关键词: 大学英语写作, 同伴反馈, 自我调节学习, 促学效果

Abstract: The feasibility and usefulness of peer feedback in Chinese EFL writing classroom is still largely a controversial topic and many problems associated with peer feedback have also been frequently reported which include low interest, superficiality and no reflective thinking. In response to this realistic concern, the current study employs self-regulated learning as its theoretical framework to design and implement a peer-feedback-embedded EFL writing curriculum. After a 16-week trial, it is found that students have made statistically significant progress in writing performance and reflective thinking scale. Students are also reported to be very satisfied with the new curriculum. Hence it is suggested that in order to take advantage of the great learning potential offered by peer feedback, teachers should consider and build their own confidence in incorporating peer feedback in their writing classroom.

中图分类号:

H319

刘兴华, 纪小凌, 余继英. 以评促学——大学英语写作有效同伴反馈模式构建及促学效果研究[J]. 当代外语研究, 2017, 17(05): 9-15.

LIU Xinghua, JI Xiaoling, YU Jiying. Assessment for Learning: A Study on the Construction of Effective Peer Feedback Model and Its Learning Effects[J]. Contemporary Foreign Languages Studies, 2017, 17(05): 9-15.

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以评促学——大学英语写作有效同伴反馈模式构建及促学效果研究

Assessment for Learning: A Study on the Construction of Effective Peer Feedback Model and Its Learning Effects

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