外语与外语教学
外語與外語教學
외어여외어교학
Foreign Languages and Their Teaching
2014年
2期
60~65
,共null页
姚香泓 邓耀臣 傅琼 王雅楠
姚香泓 鄧耀臣 傅瓊 王雅楠
요향홍 산요신 부경 왕아남
形成性反馈 课堂展示 反馈特征
形成性反饋 課堂展示 反饋特徵
형성성반궤 과당전시 반궤특정
formative feedback; presentation; feedbackfeatures
本文以国内某大学英语专业二年级一个实验班和一个对照班为研究对象，对CBI课程课堂展示前准备阶段的形成性反馈效果进行了研究。质性与量化数据表明着眼于任务细节的、多元互动、即时的描述性反馈，对提高实验班运用评价标准自评互评、自我监控学习过程、高质量完成团队合作、提高课堂展示质量、增强思辨与反思意识方面具有显著优势，受到学生的高度肯定。
本文以國內某大學英語專業二年級一箇實驗班和一箇對照班為研究對象，對CBI課程課堂展示前準備階段的形成性反饋效果進行瞭研究。質性與量化數據錶明著眼于任務細節的、多元互動、即時的描述性反饋，對提高實驗班運用評價標準自評互評、自我鑑控學習過程、高質量完成糰隊閤作、提高課堂展示質量、增彊思辨與反思意識方麵具有顯著優勢，受到學生的高度肯定。
본문이국내모대학영어전업이년급일개실험반화일개대조반위연구대상，대CBI과정과당전시전준비계단적형성성반궤효과진행료연구。질성여양화수거표명착안우임무세절적、다원호동、즉시적묘술성반궤，대제고실험반운용평개표준자평호평、자아감공학습과정、고질량완성단대합작、제고과당전시질량、증강사변여반사의식방면구유현저우세，수도학생적고도긍정。
Taking an experimental group and a control group of English major sophomores from a university in China as participants, this study attempted to examine the effects of formative feedback applied in the preparation stage of English class presentation. Quantitative and quali- tative analysis revealed that task-detail oriented, multi- channelled, interactive and immediate descriptive feedback facilitated the experimental group＇s self and peer evalua- tion, improved self-monitoring of the preparation process, quality of teamwork and presentation, and helped to raise students＇ critical and self-reflection awareness. The sur- vey also showed the feedback applied was highly appreci- ated by students.
