共查询到20条相似文献，搜索用时 156 毫秒
1.
曹敏 《中山大学学报论丛》2006,26(10):31-33
给大学生英语习作提供反馈是高校英语写作教学中不可或缺的一部分,它对学生英语写作技能的提高有着深远的影响。本论文将阐述影响教师反馈效用的主要因素,即:提供反馈的时间,写作教师扮演的角色,教师反馈的着眼点和教师反馈的种类。 相似文献
2.
王静萍 《新疆教育学院学报》2007,23(4):92-95
修改历来被认为是写作过程中的重要环节,而修改的质量在很大程度上取决于反馈的有效性。本文通过对传统的反馈形式在写作修改过程中的有效性分析,以及第二语言习作者对反馈冀期的调查研究,探索一种新的反馈模式——建立在学生加注基础上的教师反馈,将学生的独立自主权与教师的正确引导有效结合起来,形成良好的互动关系,使教师能够更好地了解学生的写作过程,从而帮助学生不断提高文章修改能力和写作水平。 相似文献
3.
本文研究旨在探索一种能提高写作中抽象思维能力的培养方式。结果显示,教师反馈和同伴反馈相结合的方式和利用不同类型的写作输入的培养方法,能帮助学生在文章切题性上有获得很大进步,在其他三个思维方面(论点明确,说理透彻和篇章连贯)意识上也有了较大的加强;还可以唤醒学生在英语议论文写作中的逻辑思维意识,从而提高学生的写作能力。 相似文献
4.
传统意义上,写作中的反馈是指学生从教师那里得到的指导和建议,也就是教师对学生习作的批语。在过程教学法中,反馈包含丰富的内涵和外延,反馈信息的来源由教师扩展到同伴,同时在写作的不同阶段具有不 相似文献
5.
评改反馈是英语写作教学的重要环节之一,但只有有效的反馈才能有效的提高学生的写作能力。对高职英语写作教学中使用教师反馈、同伴反馈和教师+同伴反馈3种反馈方式进行了实证研究。结果表明:教师反馈和同伴反馈仅在个别方面与学生写作能力提高有关联,教师+同伴反馈结合了两者的优势,能全方位提高学生的英语写作能力。 相似文献
6.
《宁波教育学院学报》2017,(1):66-70
通过实验、问卷和访谈等,对大学英语写作中的教师反馈和同伴反馈进行对比研究。结果发现:教师反馈和同伴反馈对学生的英语写作是必要的,也是有效的;两种反馈在提高学生的写作能力方面没有显著性差异,都可以有效地提高学生的写作成绩,两种反馈不存在孰优孰劣的问题;虽然,大部分学生也接纳同伴反馈,但相比教师反馈,学生对教师反馈更信任,更依赖。 相似文献
7.
英语写作在学生的英语习得过程中起着重要作用,因为它不仅可以促进听、说、读各方面能力的提高,同时还有利于培养学生的英语综合运用能力.然而在学生的英语写作中,母语负迁移已经成为制约学生英语写作水平的一个重要因素.本文分析了目前教师在英语写作教学中反馈的现状后,提出了有关提高教师反馈有效性的建议,以丰富教师的教学手段并切实提高学生的写作水平及英语综合应用能力. 相似文献
8.
郭爱卿 《佳木斯教育学院学报》2011,(3):190+192-190,192
通过问卷、访谈等发现,在高职英语写作教学中应用同级反馈法不仅可行而且有益。该方法有助于培养学生的自主学习意识,促进学生英语写作技巧和交际能力的提高,降低情感过滤因素,推动学生的二语习得。但该方法需结合教师反馈、自我反馈等多样化方式进行,教师可充分利用同级反馈后习作中暴露出的共性问题,明确教学目标。而同级反馈信度与效度的最佳整合还有待于对其具体设计理念和实施方法不断摸索与实践。 相似文献
9.
刘洁 《江西教育学院学报》2014,(4):104-106
基于多元反馈模式的英语写作教学模式注重在写作过程中采用教师反馈与同伴反馈,口头反馈与书面反馈相结合的模式,培养学生的自主学习能力、自我评价能力和提高学生的英语写作水平。通过多元反馈模式的实证研究,采用定量和定性的方法,比较研究多元反馈模式与传统模式的效果,从而构建一套基于多元反馈模式的英语写作模式。 相似文献
10.
作为英语教学中的重点和难点．写作教学的发展受到传统作文评改模式的制约。本文分析了英语教师在写作教学中反馈的现状,提出教师应转变写作教学观念．采取多样化的写作反馈策略．构建一个教师和同伴互评相结合的英语写作教学反馈模式。以期对提高英语写作教学质量有所启示．培养学生写作的自我评估和修改能力。 相似文献
11.
李海英 《北京教育学院学报》2015,(6):78-83
做好写作反馈是提高高中生英语写作能力的一个重要途径。根据文献中有关写作教学和写作反馈的内容,从师生两方面进行了问卷调查和访谈,旨在探讨英语书面表达教学中教师和学生对写作反馈的态度和倾向;提出写作反馈需形式多样,反馈评价重点要明确、具体,引导到位。 相似文献
12.
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback. 相似文献
13.
李晓燕 《南昌教育学院学报》2011,26(3):165-166
教师反馈是英语写作教学过程中的重要一环,深刻影响着学生的认知发展。本文通过实证研究得出,教师反馈对学生大学英语写作水平的提高起着促进和激励作用。基于实证研究,笔者进一步分析教师反馈对提高学生大学英语写作能力的作用,并探讨如何充分发挥教师反馈的作用,努力提高学生的大学英语写作能力。 相似文献
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15.
学生的深度学习是以学生的知识理解与运用为价值取向,以培养学生的高阶思维能力和问题解决能力为目标的一种学习。但知识论证不充足、知识点状分布、绝对真理知识观等表层知识教学已偏离了学习的本质及价值,产生了知识教学阻滞深度学习的困局。教学推理是教师根据已知教学条件及个体情境认知,确定问题并生成教学策略的连续性思维活动。它克服了以往僵化的教学方式,为促进深度学习提供可能逻辑。其中,学科知识逻辑能促进学习触及知识的意义世界,学生经验逻辑能促进学习进入学生的心灵世界,实践自为逻辑能促进学习关联自我的生活世界。最后,促进深度学习的教学推理策略应着力于以"批判与交融"为取向的教学理解,形成以"联结与转化"为纽带的教学逻辑,开展以"假设与证据"为核心的课堂论证教学,创设以"推断与评估"为特质的教学情境。 相似文献
16.
Bart Huisman Nadira Saab Jan van Driel Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968
Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase. 相似文献
17.
逻辑学是一门基础性、工具性较强的学科,它对大学生逻辑思维能力的提高和逻辑素养的培养有着重要的作用。然而在地方高等院校,逻辑课的教学却陷入了困境。要改变这种状况,必须建立逻辑学是基础学科的共识,加强逻辑学教材的建设与使用,对地方高等院校的逻辑学师资进行培养和壮大,采用灵活的教学方法激发学生学习的兴趣。 相似文献
18.
This article examines a grade one teacher's support for her students’ writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for the students to participate in formal peer-feedback sessions, in turn giving feedback to the students on the suggestions to one another during these sessions. Students gave more content-oriented than conventions-oriented feedback to each other. They revised the content and writing conventions of their writing in response to 90% of the feedback they received from their peers and teacher. 相似文献
19.
《College Teaching》2013,61(4):111-116
Do our students actually read and use the feedback we provide? If so, what purpose does it serve them? Although these should be concerns, if we provide the adequate tools and guidance on how to use our feedback, this question should not be a pedagogical burden. Ultimately, learning, thinking, and understanding are the products of good feedback to a student, which includes feedback that may not be as concrete as students would like. But concrete ambiguity may be the key in helping our students develop their thinking, as well as their writing. 相似文献
20.
Ye Han 《Assessment & Evaluation in Higher Education》2020,45(5):680-696
AbstractAlthough the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy. 相似文献