共查询到20条相似文献，搜索用时 31 毫秒
1.
王芳 《黑龙江教育学院学报》2011,30(5):59-62
教师对作文的书面反馈一直是EFL/ESL写作教学理论和实践的焦点。以国内外大量有关教师书面反馈实证研究和理论探讨为基础,从教师书面反馈是否有效,如何给出有效的教师书面反馈,教师书面反馈的重点三个方面详细讨论在写作教学中应如何利用书面反馈提高学生的写作能力,并提出了这一领域未来的研究方向。 相似文献
2.
Abstract In this classroom‐based research study, written expression was viewed as an interactive social process involving written communication between the teacher and the children. Children received increased opportunities to write on topics they chose themselves, and their teacher responded in writing to the content of their writing. The teacher did not provide corrective feedback for accuracy of spelling or grammar throughout the study. Written content feedback from the teacher was provided to each child according to an intra‐subject ABAB research design. Analysis of the teacher's written feedback identified her use of six specific categories of positive response to the themes, ideas and characters of each child's writing. Significant increases in both quantity and quality of writing occurred during the written content feedback phases. Spelling accuracy was maintained at a high level of accuracy throughout the study. 相似文献
3.
Betsy M. DelleBovi 《Assessing Writing》2012,17(4):271-292
This action research demonstrates the answer to this question: How can literacy professors provide effective training in evaluating writing to preservice graduate education students? The study examines writing assessment instruction in the context of a literacy course required of preservice teachers seeking secondary (7–12) certification in content area instruction. Approximately half of the course is devoted to instruction in 3 areas of writing assessment: (1) theory and practice in aspects of holistic writing assessment analysis, (2) methods for designing teachable rubrics, and (3) approaches to creating and sharing written feedback. Student-participants’ written responses to protocols demonstrate learning outcomes in these 3 areas along with their attitudes and the effects of their practice with an authentic set of high school students’ essays. The study demonstrates the effectiveness of this assessment instruction as a part of overall effectiveness in teacher preparation programs at the graduate level. 相似文献
4.
书面反馈是教师评判学生写作的重要形式,采用何种形式的评语更有效是值得关注的问题。本研究通过定性、定量分析20份学生毕业论文摘要样本,考察了3种教师书面反馈类型对学生中英文摘要反馈修改结果的影响,对比分析了形成认知主体双方＂信息缺失＂结果的因素、成因,旨在为专业学生综合写作能力的培养提供一定的参考数据。 相似文献
5.
王芳 《黑龙江教育学院学报》2010,29(3):46-49
鉴于目前国内关于EFL写作教师反馈的研究中,很少涉及教师对其反馈的自我评估的情况,系统研究了英语作为外语时,教师对作文反馈自我评估的内容、意义和作用。主要研究了以下内容:(1)教师的书面反馈中就整体和局部的反馈各占多少。(2)教师的自我评估和学生对教师书面反馈的评估的吻合程度。(3)教师对书面反馈的自我评估和教师的实际书面反馈的吻合程度。研究结果表明:教师书面反馈的重点仍然是文章的局部问题。教师的自我评估和学生对教师书面反馈的评估的吻合程度低,教师倾向高估所给出的反馈的量,反映出学生希望获得更多的教师书面反馈。而教师的自我评估和教师的实际书面反馈的吻合程度为66%,教师能比较准确地评估就作文局部所给出反馈的量,却倾向高估就作文整体所给出反馈的量。 相似文献
6.
大学英语写作多级评改模式探析与思考 总被引：1，自引：0，他引：1
周文博 《黑龙江教育学院学报》2010,29(3):167-169
英语写作教学中传统单一的教师评改已不再符合教学模式多元化和评价多元化的教学改革要求,以合作学习理论和二语习得相关理论为基础,尝试性地提出"评改培训→同学自评→同学互评→心得交流→教师评改"多级评改五步法,旨在实现写作评改的科学性?发展性?实用性和公正性,在提高写作评改质量的同时,提高学生的英语写作水平。 相似文献
7.
Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? 总被引：1，自引：0，他引：1
While much of L2 teacher feedback research has focused on the effectiveness of feedback and its impact on student revision and writing, little has been done to examine teachers’ feedback in the larger classroom context of teaching and learning to ascertain the functions teacher feedback serves from an assessment-for-learning perspective. Using multiple sources of data from 26 secondary teachers’ written feedback to 174 student texts, interviews with six of the teachers and 18 students, the present study investigates the nature of teacher feedback and the functions it serves in the teaching-learning-assessment process in the writing classroom. The findings show that teacher feedback focuses largely on assessing writing summatively, primarily serving the purpose of assessment of learning, rather than assessment for learning – i.e., using feedback as a pedagogical tool for improving the teaching and learning of writing. The study calls for greater attention to the implementation of assessment for learning in the writing classroom, and specifically the use of feedback for formative purposes. 相似文献
8.
在回顾二语写作理论的基础上,针对近几十年来反馈角色的转化,探讨了教师书面反馈、合作式同级反馈以及计算机为中介的反馈,并提出一些具体可行的建议及措施以期改进目前英语反馈的现状。 相似文献
9.
任慧娟 《蒙自师范高等专科学校学报》2010,(6):94-96
在外语教学和学习中,动机的研究一直是一个焦点,具体来讲学生对写作的态度是否会影响学生的写作水平也成为了研究者的另一个关注点。作为英语写作教学中的重要因素,教师反馈将会对学生的动机产生影响,但在之前的研究中多集中在两者其中之一对学生成就的影响。本文作者将对国内对教师反馈研究作一个简短的文献综述,并基于相关理论对如何给出有效的教师反馈提出建议。 相似文献
10.
余清萍 《湖北成人教育学院学报》2007,13(1):82-84
本研究以45名学生为研究对象,对比研究教师给出评语、同学互相给出评语和英语专业高年级学生给出评语对二语写作的影响。实验结果表明三种语语对提高学生语法的应用能力和内容写作水平无积极作用。原因为这三种方法各有利弊;传统的“一次性”写作不要求学生重写作文,导致学生对评语不重视;同时,这三种评语对学生注意并未产生较大影响。本研究提出了给出评语的新模式。 相似文献
11.
Chelsea Sue Bahnson Snyders 《Early Childhood Education Journal》2014,42(6):405-414
With the adoption of the Common Core Standards and a renewed emphasis on critical and higher-order thinking skills, exploring the relationship among writing development, self-efficacy beliefs, perseverance, and effort has become essential. The nature of writing workshop not only lends itself to differentiation among students but also provides opportunities to explore authentic texts and tasks. The purpose of this qualitative, multicase study was to explore the development of kindergarten writers within a writing workshop. Research questions focused on writer identity, writing self-efficacy, and growth as kindergarten writers. The participants, two female and one male, were randomly chosen for this study and attended an all-day, 3-days per-week kindergarten program at a public school in the upper Midwest. Student writing interviews, videotaped student–teacher conferences, and student written work served as data sources. The writing workshop framework provided a learning environment that was conducive to the formation of the three children’s writing identities. As students engaged in writing mini-lessons, text inquiries, writing, and sharing writing with peers, student writing stamina and engagement increased. Students utilized techniques and strategies of published writers. Students adopted these qualities in their views of themselves as writers. Suggestions for future research included exploring writing self-efficacy in relation to everyday kindergarten experiences, allowing for sharing and feedback, and addressing the ways in which writing workshop might provide for authentic and rigorous instruction and tasks in kindergarten classrooms. 相似文献
12.
王莹 《涪陵师范学院学报》2011,27(1)
网络的发展,给高校政治理论课的教学带来很大影响,如何适应日新月异的网络环境,已经成为高校政治理论课教学着重研究的重要课题。本文主要探讨了网络环境给大学生的思想状况、学习方式、政治理论课教师的角色定位、政治理论课教改的途径选择带来的影响。 相似文献
13.
冯群 《现代远程教育研究》2013,(3):84-90,103
写作反馈是读者向作者的输入,其目的是为作者修改文章提供信息,它具有评价、知识传递、促进学习的功能。写作反馈的理论基础主要包括语言输出假设、语言输入假设和二语习得整合理论。纵观国内近20年二语写作反馈研究成果,主要集中在书面反馈模式、反馈效果、影响反馈效果的因素三个方面。反馈模式主要有教师反馈、同伴反馈、教师与同伴反馈相结合模式、电子智能反馈模式四种。制约和影响反馈效果的因素主要有反馈接收者、反馈发出者和反馈方式三个方面。反馈效果是反馈研究最为关注的核心问题,反馈的最终目的在于使学生能够内化反馈的知识点。在远程教学中,由于教与学时空分离、学生基础薄弱、师生比例太大,这给远程写作教学带来新的挑战。构建一种"写作-反馈-内化"的写作反馈生态链是应对这一挑战的新思路。生态链中的"写作"不断输出学习者对语言知识的假设,"反馈"不断发现和修正学习者在语言学习过程中的错误假设,"内化"则不断地运用已有知识吸收语言知识的正确假设。通过不断循环,能够保证远程学习者语言学能和写作能力的不断提高。 相似文献
14.
The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive. 相似文献
15.
基于成果导向理念,将单一的授课过程整合为“教师知识传授”和“学生论文创作”两线并行的过程,从课程设计思路、课程内容体系、课程授课方法和课程成绩考评四个方面探讨并总结如何对研究生区域经济学课程教学进行改革,最终目的是通过过程控制来保证学生完成一篇较高质量的论文,并能够发表在一定水准的专业期刊上。同时在这一过程中通过“干中学”的方式培养研究生的学术研究能力。 相似文献
16.
Lin Sophie Teng 《师资教育杂志》2016,42(1):106-109
A plethora of research has found that teachers’ beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students’ learning to write, there is a paucity of research on writing teachers’ beliefs about these approaches and how their beliefs change in the process of their professional development. Such a lacuna becomes prominent in English as a Foreign Language contexts, especially in China, where there are numerous calls for changing the nature of classroom practices from product-focused to process- and student-centred instruction. In order to fill this gap, this brief article reports on a case study regarding changes in two Chinese English teachers’ beliefs after attending a professional development project for teaching writing. A key research question guides this study: What changes, if any, did the two teachers experience in their teaching beliefs during the project? Two writing teachers were voluntarily recruited for a case study. Findings show that the professional development project for teaching writing broadened the teachers’ understanding of different writing theories, provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. 相似文献
17.
The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students used writing to evaluate their learning and how the teacher used the students' written reflections as a formative assessment for instructional purposes. Students' written reflections were coded and these codes were used to conduct an inductive thematic analysis. Analysis of written reflections via constant-comparison analysis was used for further differentiation. The findings show students' ability to accurately self-evaluate their problem-solving skills and highlighted students' confidence level with certain mathematical concepts. Teachers were able to use students' reflections as a place to begin conferring with a student for further clarification. The written reflections aided in instructional decisions and increased individual instruction when needed. The authors include implications for teacher practice and areas for future research. 相似文献
18.
文学类写作教学质量难以提高的因素是多方面的。文学的虚构性是一种不可求证的感情图景;从习作者的个人知识的积累上看,相当分量的知识不是老师可以传授的;从教学的特性上看,教学要求老师关注普遍性而创作讲究的是发挥创作者的个性,教与学之间势必产生冲突;还有检验教与学的标准的宽泛性所引发的争议从而导致学生学习积极性的降低等等,这些因素能否妥善解决和写作教学质量能否提高是密切相关的。 相似文献
19.
彭玉娜 《齐齐哈尔师范高等专科学校学报》2014,(2):68-70
书面反馈是国外二语写作研究的热点,近年来在国内也兴起了一股研究热潮。本文从该研究的发展阶段、反馈类型及其有效性和教师反馈与同伴反馈之比较三个方面对近十年发表在核心期刊的相关文章展开述评,指出已有研究的不足和未来的研究方向。 相似文献
20.
Garry Hoban 《Research in Science Education》1992,22(1):194-203
Relatively little research has been conducted to monitor the role of writing in science lessons. This paper reports the findings
of four case studies concerning the teaching and writing of science in isolated one-teacher schools. The teachers participated
in an intervention program that aimed to facilitate the teaching of enquiry-based science. This program introduced an innovation
consisting of instructional materials and a teaching approach. A multi-site case study design was used which involved regular
lesson observations at the schools over a period of 12 months. Documents in the form of the students' written reports were
used to supplement data regarding the teachers' use of the innovation. There was a variation in the extent and method of use
of the innovation which was evident in the students' reports.
Specializations: K-6 Science and technology curriculum and instruction, teacher perceptions. 相似文献