引导性问题如何影响高校项目化学习中的同伴反馈

Research on How Guiding Questions Influence Peer Feedback in Project-based Learning within Higher Education Context

同伴反馈作为形成性评价的重要形式,对高校学生的学习有着积极的影响,但在课堂教学实践中面临着种种挑战。引导性问题作为同伴反馈的支架,在支持并提升同伴反馈质量和学生课程学习上效果显著。本研究主要采用准实验法,以Z大学一门课程的46名本科生为研究对象,通过内容分析、对应分析、回归分析等方法,对不同方式、不同阶段撰写的引导性问题对同伴反馈的影响进行研究。研究发现学生更倾向于撰写评论型引导性问题,小组合作方式与期末阶段会产生更为丰富的引导性问题类型。不同类型的引导性问题能够对应引发不同类型的同伴反馈,且对同伴反馈质量与有效性产生显著影响。其中,分享型、头脑风暴型、改进型引导性问题能够引发更高质量且更有效的同伴反馈。

Peer feedback plays an important role in higher education and is regarded as a vital component of formative evaluation.However,peer feedback occurring in the classroom does face significant challenges.To address this,guiding questions serve as scaffolding for peer feedback,noticeably enhancing the quality of peer feedback and promoting teaching effectiveness.This research primarily employs a quasi-experimental method and selects 46 undergraduates enrolled in a course.Through content analysis,correspondence analysis,and regression analysis,the study examines how guiding questions,written in different ways and at different stages,influence peer feedback.It is discovered that students are more inclined to write guiding questions of the critique type,while more diverse types of guiding questions are generated when written in groups or during the final presentation stage.Furthermore,different types of guiding questions contribute to different types of peer feedback and have a significant impact on the quality and effectiveness of the feedback.Guiding questions of the sharing type,brainstorming type,and evaluating type tend to elicit peer feedback of high quality and high adoption.