科教文汇
科教文彙
과교문회
EDUCATION SCIENCE & CULTURE MAGAZINE
2015年
14期
47-48
,共2页
合作学习%英语写作%小组互评%教师反馈%反馈效果
閤作學習%英語寫作%小組互評%教師反饋%反饋效果
합작학습%영어사작%소조호평%교사반궤%반궤효과
cooperative learning%English writing%group evalua-tion%instructor evaluation%feedback effectiveness
本文基于建构主义,对非英语专业大学生采用合作学习的方式进行英语写作教学,并对比小组互评与教师反馈的效果。结果表明合作学习中小组写作与小组互评相结合的教学方式可以有效降低学生写作焦虑,对提高学生分析能力、拓展思维有一定的帮助;小组互评与教师反馈的利用率没有显著差异,但是教师口头一对一反馈的有效性最高。
本文基于建構主義,對非英語專業大學生採用閤作學習的方式進行英語寫作教學,併對比小組互評與教師反饋的效果。結果錶明閤作學習中小組寫作與小組互評相結閤的教學方式可以有效降低學生寫作焦慮,對提高學生分析能力、拓展思維有一定的幫助;小組互評與教師反饋的利用率沒有顯著差異,但是教師口頭一對一反饋的有效性最高。
본문기우건구주의,대비영어전업대학생채용합작학습적방식진행영어사작교학,병대비소조호평여교사반궤적효과。결과표명합작학습중소조사작여소조호평상결합적교학방식가이유효강저학생사작초필,대제고학생분석능력、탁전사유유일정적방조;소조호평여교사반궤적이용솔몰유현저차이,단시교사구두일대일반궤적유효성최고。
Based on Constructivism, this paper employs coopera-tive learning in the teaching of English writing for non-English majors, and compares the effect of both group evaluation and in-structor evaluation. The result shows that the combination of co-operative learning in writing and group evaluation can signifi-cantly alleviate students' writing anxiety, improve their analysis ability and expand their thinking to a certain extent. It reveals that there is no significant difference between the usage rate of group evaluation and instructor evaluation. But the individual face-to-face feedback is the most effective.