教师反馈与思辨能力培养的个案研究——以英语专业本科毕业论文为例

Effects of teacher feedback on critical thinking cultivation: A case study of English majors' BA theses

本研究探讨教师反馈对写作中培养学生思辨能力的作用。研究以北京某外语类高校英语专业5篇本科毕业论文为样本,依据文秋芳等(2009)思辨能力理论框架中的5项认知标准对教师反馈进行归类和分析,并访谈5名学生了解其对教师反馈的看法。研究发现:写作技巧反馈多于内容反馈,内容反馈中研究方法和分析讨论反馈占比较大,而针对论文意义和创新点的反馈较少;写作技巧反馈强调清晰性和逻辑性,内容反馈注重相关性和深刻性;基于教师反馈的写作修改反映出学生分析、推理和评价技能均呈发展趋势,教师反馈具有促进学生思辨能力发展的积极作用。

This study explored the role of teacher feedback in fostering students’ critical thinking ability in writing.With 5 BA theses of English majors from a foreign studies university in Beijing as the sample writing texts and according to 5 standards in the theoretical framework of critical thinking( Wen et al. 2009),it classified and analyzed the teacher feedback on the theses,and interviewed the students about their perceptions of teacher feedback. The findings showed that the teacher feedback on writing techniques outnumbered the feedback on content,the feedback on methods and discussions made up the most part of the content feedback,and the feedback on the significance and contributions turned out to be the least. The writing technique feedback focused on clarity and logic,while the content feedback attached importance to relevance and depth. The critical thinking ability of the students gradually increased in terms of analysis,inference and evaluation skills during their BA thesis writing,in which teacher feedback played a positive facilitating role.