教师课堂反馈语作为教师话语的重要组成部分是提升教学效能的核心关键。本研究以第十六届高中英语教师基本功大赛中的一节阅读课为研究对象,旨在探究教师提供的单一型和混合型反馈的类型与频率,以及教师反馈素养的不足之处。研究结果显...教师课堂反馈语作为教师话语的重要组成部分是提升教学效能的核心关键。本研究以第十六届高中英语教师基本功大赛中的一节阅读课为研究对象,旨在探究教师提供的单一型和混合型反馈的类型与频率,以及教师反馈素养的不足之处。研究结果显示,英语优质课教师使用混合型反馈多于单一型反馈,在混合型反馈语中“积极反馈语 + 重复”占比最高;在反馈素养方面,教师的课堂反馈在设计,关系和实践三个维度仍存在不足。鉴于此,本文提出以下建议:教师应不断进行自我反思,聚焦于自身反馈素养的提升,在课堂灵活应用反馈,提供有效反馈,并在反馈中为学生搭建认知支架和情感支架,以推动师生双向互动的有效知识建构过程。Teacher’ feedback in the classroom, as an important component of teacher discourse, is the core key to improving teaching effectiveness. This study takes a reading class from the 16th High School English Teacher Basic Skills Competition as the research object, aiming to explore the types and frequencies of single and mixed-type feedback provided by teachers, as well as the shortcomings of teacher feedback literacy. The research results show that high-quality English teachers use mixed-type feedback more than single-type feedback, with the highest proportion of “positive feedback + repetition” in mixed-type feedback;In terms of feedback literacy, there are still shortcomings in the design, relational, and pragmatic dimension of teacher classroom feedback. In view of this, this article proposes the following suggestions: teachers should constantly reflect on themselves, focus on improving their feedback literacy, flexibly apply feedback in the classroom, provide effective feedback, and build cognitive scaffolding and emotional scaffolding for students through feedback, in order to promote an effective knowledge construction process of two-way interaction between teachers and students.展开更多
文摘教师课堂反馈语作为教师话语的重要组成部分是提升教学效能的核心关键。本研究以第十六届高中英语教师基本功大赛中的一节阅读课为研究对象,旨在探究教师提供的单一型和混合型反馈的类型与频率,以及教师反馈素养的不足之处。研究结果显示,英语优质课教师使用混合型反馈多于单一型反馈,在混合型反馈语中“积极反馈语 + 重复”占比最高;在反馈素养方面,教师的课堂反馈在设计,关系和实践三个维度仍存在不足。鉴于此,本文提出以下建议:教师应不断进行自我反思,聚焦于自身反馈素养的提升,在课堂灵活应用反馈,提供有效反馈,并在反馈中为学生搭建认知支架和情感支架,以推动师生双向互动的有效知识建构过程。Teacher’ feedback in the classroom, as an important component of teacher discourse, is the core key to improving teaching effectiveness. This study takes a reading class from the 16th High School English Teacher Basic Skills Competition as the research object, aiming to explore the types and frequencies of single and mixed-type feedback provided by teachers, as well as the shortcomings of teacher feedback literacy. The research results show that high-quality English teachers use mixed-type feedback more than single-type feedback, with the highest proportion of “positive feedback + repetition” in mixed-type feedback;In terms of feedback literacy, there are still shortcomings in the design, relational, and pragmatic dimension of teacher classroom feedback. In view of this, this article proposes the following suggestions: teachers should constantly reflect on themselves, focus on improving their feedback literacy, flexibly apply feedback in the classroom, provide effective feedback, and build cognitive scaffolding and emotional scaffolding for students through feedback, in order to promote an effective knowledge construction process of two-way interaction between teachers and students.
