教师介入与同伴反馈在大学英语写作教学中的研究--基于动态评估理论视角

Study on Teacher Intervention and Peer Feedback in College English Writing Teaching--Based on Dynamic Assessment Theory Perspective

针对当前大学英语写作教学中多以"终结性测试"为主,学生"一考定终身"的这种现象,该文重点分析了非英语专业大学生的写作水平现状,着重论述了基于动态评估理论视角下,在学生写作过程中的不同阶段,教师进行介入指导,并且融合了同伴反馈的多元评价机制,让教学与测评的整个过程,呈现动态化的管理,激发学生的原动力,逐步提高写作水平。

In view of the fact that the current college English writing teaching is dominated by"summative test"and students are"determined by one test".This paper focuses on the analysis of the current situation of non-English Majors’writing level,and centers on the teacher’s intervention and guidance at diffrent stages of students’writing process based on the Dynamic Evaluation theory.It also integrates the multiple evaluation mechanisms of peer feedback,which makes the whole process of teaching and evaluation presenting dynamic management,stimulating students’motivation and gradually improving their writing level.