生态课堂教学对小组口语报告质量的作用——以同伴支架的运用为例  

Effect of Eco-class Instruction on Group Oral Presentation Quality: With Peer Scaffolding as the Tool

作　　者：朱妮娅[1] 

机构地区：[1]中南大学外国语学院,湖南长沙410012

出　　处：《外语与外语教学》2018年第1期101-109,共9页Foreign Languages and Their Teaching

摘　　要：生态课堂中同伴支架的使用能帮助给养产生良性循环,使学习者不断超越当前的语用能力。本研究基于生态课堂给养理论及其三元素--感知、解读、行动的循环规律,借助同伴支架的作用,在大学新闻英语课堂开展教学实验,以验证同伴支架协助的生态课堂对口语报告质量的影响。结果表明:利用同伴支架的教学能够有效地帮助学生提升口语报告质量。从而证实了基于同伴支架的生态课堂教学对于提升输出质量的有效性。Peer scaffolding in eco-class makes affordances cycle virtuously,helping the learners constantly surpass their existing pragmatic competence. Based on eco-class affordance theory and the cycling lawwith its three elements--perception,interpretation and action,together with the peer scaffolding as the tool,we carried out a pedagogical experiments in News English class,aiming to examine the effects on the quality of academic project-based oral presentation( APBOP). The result revealed that the oral reports quality was effectively improved through peer-scaffolding learning. Thus the hypothesis is confirmed: Eco-class constructed with peer scaffolding is able to improve the quality of oral output.

关 键 词：生态课堂 同伴支架 给养 小组学术专题口头汇报任务 

分 类 号：H319[语言文字—英语]