摘要
针对目前大学英语写作教学中教师反馈占主导,不利于学生发挥主观能动性的问题,本研究以社会文化理论为依据,借助写作评价标准这一中介工具,以动态测评教评合一的原则为指导,在三个大学英语教学班的日常教学与课后作业中融入为期六周的过程性写作教学实验,分析发现写作评价标准这一工具可在学生自评、同伴互评、教师评阅这三个步骤中均发挥中介作用,帮助学生突破独立写作能力水平,在最近发展区内进一步提高。
A current challenge in the teaching of writing in College English course is the dominance of teacher feedback over student evaluation,which could hinder students’agency enactment.Guided by Sociocultural theory,this study makes use of writing rubrics as mediational tool in a process writing program informed by dynamic assessment.The study was conducted in three College English classes and lasted six weeks.The results reveal that writing rubrics play a role in the three stages of self-,peer-,and teacher-mediation,supporting students’writing development and further growth in their zone of proximal development.
作者
曾思敏
贺丽青
徐明斐
Zeng Simin;He Liqing;Xu Mingfei(Southern University of Science and Technology,Shenzhen,518055,China;Xinhua Middle School,Shenzhen,518109,China;Minzu University of China,Beijing,100081,China)
出处
《语言与文化研究》
2024年第6期138-141,共4页
Language and Culture Research
基金
南方科技大学本科教学质量及教学改革工程项目“融入动态测评的混合式大学英语写作教学模式研究”(项目号:XJZLGC202315)的阶段性研究成果。
关键词
写作教学
评价标准
中介
动态测评
Writing teaching
Rubrics
Mediation
Dynamic assessment
