本文選題：教師反饋 + 高中��； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：從上世紀(jì)九十年代開始,研究者和老師對英語寫作中的教師反饋很是重視并對教師反饋的有效性做了大量研究。然而大部分研究探究教師反饋對學(xué)生寫作技能的影響,卻忽視了老師和學(xué)生對教師反饋的看法。此外,大部分的教師寫作反饋研究都是在二語環(huán)境中進(jìn)行的,在其他語境比如外語環(huán)境的研究很少。國內(nèi)大部分地研究注重于探究哪些教師反饋類型對大學(xué)生有效。所以,關(guān)于高中師生對教師反饋看法的研究很稀缺。本研究從錯誤反饋,評價反饋,對反饋的重視程度和反饋后的做法等四個方面探究高中教師反饋的現(xiàn)狀。本研究以九江一所高中的40名英語老師和150名高二學(xué)生為被試,采用問卷和訪談的方式獲取研究數(shù)據(jù)。通過對得到的定量和定性數(shù)據(jù)進(jìn)行分析,試圖得到師生對教師反饋的整體態(tài)度和揭露老師和學(xué)生對教師反饋看法的不同之處。同時本研究還比較高低水平學(xué)生對教師反饋的看法,進(jìn)而找出兩組學(xué)生之間看法的不同之處。本次研究所得結(jié)論如下:1)學(xué)生喜歡直接反饋方式并對希望老師在反饋中使用代碼。他們覺得老師應(yīng)當(dāng)既要注重形式上的反饋,也要注重內(nèi)容上的反饋。此外,學(xué)生對誰應(yīng)該對作文糾錯負(fù)責(zé)持中立態(tài)度,并且他們希望老師對他們作文批改多加重視。學(xué)生希望老師給出口頭評價并且在作文中給出分?jǐn)?shù)并提供詳細(xì)、贊揚(yáng)的評語。2)老師喜歡提供直接反饋。他們不太喜歡用代碼和間接反饋方式。老師也認(rèn)為形式上的反饋和內(nèi)容上的反饋要并重。老師認(rèn)為糾錯是老師責(zé)任但是他們不太喜歡對學(xué)生作文全面修改。他們經(jīng)常給出口頭評價并提供分?jǐn)?shù)和書面評語。3)高低水平學(xué)生在糾錯反饋策略、反饋的全面性和反饋的責(zé)任等三個方面對教師反饋的看法有一定差異。根據(jù)以上結(jié)果,本研究對英語寫作老師提出以下建議。第一,老師應(yīng)了解學(xué)生對教師反饋的看法,并對如何在學(xué)生作文中提供作文反饋尋求有效辦法。其次,老師應(yīng)該注重師生對反饋的看法和他們在學(xué)生作文中的實際做法的不同之處,把師生看法和實際做法結(jié)合起來。最后,老師應(yīng)該根據(jù)個體差異來指定不同的反饋策略。對于那些低水平學(xué)生,老師應(yīng)該提供更加詳盡的反饋,來幫助他們修改作文。然而,對于那些低水平學(xué)生,老師應(yīng)該提供一些不是很詳盡的反饋,以此來提高他們自主學(xué)習(xí)能力。
[Abstract]:Since the 1990s, researchers and teachers have attached great importance to teacher feedback in English writing and have done a lot of research on the effectiveness of teacher feedback.However, most of the studies explored the influence of teacher feedback on students' writing skills, but ignored teachers and students' views on teacher feedback.In addition, most of the teacher writing feedback studies are conducted in L2 context, but few in other contexts such as foreign language context.Most studies in China focus on which types of teacher feedback are effective for college students.Therefore, the high school teachers and students on the feedback of teachers is very rare.This study explores the current situation of high school teachers' feedback from four aspects: error feedback, evaluation feedback, the degree of attention to feedback and the way of feedback.In this study, 40 English teachers and 150 sophomore students from a high school in Jiujiang were investigated by questionnaire and interview.By analyzing the quantitative and qualitative data, this paper tries to find out the overall attitude of teachers and students towards teachers' feedback and reveal the differences between teachers' and students' views on teachers' feedback.At the same time, this study also compares the views of high and low level students on teachers' feedback, and then finds out the differences between the two groups of students.The results of this study are as follows: 1: 1) students like direct feedback and use code in feedback.They feel that teachers should pay attention to both formal and content feedback.In addition, students are neutral about who should be responsible for correcting their compositions, and they want teachers to pay more attention to their composition correction.Students want the teacher to give an oral evaluation and give a grade in the composition with detailed praise. 2) the teacher likes to provide direct feedback.They are less likely to use code and indirect feedback.Teachers also think that both formal and content feedback should be given equal weight.Teachers think error correction is the teacher's responsibility, but they don't like to revise the composition completely.They often give oral evaluation and provide scores and written comments. 3) students at high and low levels have different views on teacher feedback in three aspects: error correction feedback strategy, feedback comprehensiveness and feedback responsibility.Based on the above results, this study makes the following suggestions for English writing teachers.First, teachers should understand students' views on teacher feedback and seek effective ways to provide composition feedback in students' compositions.Secondly, teachers should pay attention to the differences between teachers and students' views on feedback and their actual practices in students' compositions, and combine the views of teachers and students with the actual practices.Finally, teachers should assign different feedback strategies according to individual differences.For low-level students, teachers should provide more detailed feedback to help them revise their compositions.However, for low-level students, teachers should provide less detailed feedback to improve their autonomous learning ability.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 劉永厚;;英語專業(yè)寫作小組同伴反饋和教師反饋效果研究[J];外語界;2015年01期

2 蔡基剛;;中國大學(xué)生英語寫作在線同伴反饋和教師反饋對比研究[J];外語界;2011年02期

3 紀(jì)小凌;;同儕互評與教師評閱在英語專業(yè)寫作課中的對比研究[J];解放軍外國語學(xué)院學(xué)報;2010年05期

4 陳曉湘;李會娜;;教師書面修正性反饋對學(xué)生英語寫作的影響[J];外語教學(xué)與研究;2009年05期

5 楊苗;;中國英語寫作課教師反饋和同儕反饋對比研究[J];現(xiàn)代外語;2006年03期

6 張雪梅,戴煒棟;反饋 二語習(xí)得 語言教學(xué)[J];外語界;2001年02期

7 葉綠青;作文評改及評改模式對學(xué)生作文的影響[J];山東外語教學(xué);1999年03期

8 楊敬清;提高英語寫作評改有效性的反饋機(jī)制──實驗與分析[J];外語界;1996年03期

9 陳海;大學(xué)英語寫作練習(xí)的評改[J];外語界;1994年03期

相關(guān)碩士學(xué)位論文 前1條

1 徐超;初中英語作文教師反饋調(diào)查研究[D];江西師范大學(xué);2014年

，

本文編號：1744182