基于作文互评的外语本科生批评反思能力课堂培养模式研究  

Development of Foreign Language Learners’ Critical Thinking Ability on the Basis of Interactive Classroom Assessments of Their Writings

作　　者：雷茜[1] LEI Qian(Foreign Linguistics and Applied Linguistics Research Center/School of English Studies,Xi’an International Studies University,Xi’an 710128,China)

机构地区：[1]西安外国语大学外国语言学及应用语言学研究中心/英文学院

出　　处：《山东外语教学》2019年第3期52-61,共10页Shandong Foreign Language Teaching

基　　金：国家社科基金一般项目“外语本科生多元能力培养模式研究”(项目编号:14BYY075);西安外国语大学教改项目“基于英语本科生多元读写能力培养的课堂教学模式研究”(项目编号:17BYG02)的阶段性成果

摘　　要：本文在设计学习理论基础上,探讨基于作文互评的外语本科生批评反思能力课堂培养模式。以西安外国语大学英语专业三年级概要写作课堂教学为例,实践了学生自评、同伴互评、师生互评和结果讨论相结合的批评反思能力课堂培养模式;采用个人访谈的方法了解其在外语本科生批评反思能力培养中的作用。访谈结果显示受访学生一致认为基于作文互评的课堂教学模式激发了他们的批评兴趣,增强了他们的批评意识,对自身批评反思能力和交际能力的培养都有积极作用。Based on the theory of learning by design put forward by New London Group, this study explores the classroom teaching mode of developing foreign language learners’ critical thinking ability. In this paper, a classroom interactive assessment teaching mode for the development of learner’s critical thinking ability is firstly proposed. Then, self-assessment, peer assessment, instructor’s assessment and an assessment result group discussion are implemented in the classroom teaching of summary writing for third year English major students from Xi’an International Studies University. Then, four participants are interviewed to verify the influence of the classroom interactive assessments on the development of language learners’ critical thinking ability. The results show students not only affirm the obvious influence of interactive classroom assessments on the stimulation of their interest and the promotion of their awareness for critical thinking but also admit its positive impact on the development of both their critical thinking ability and communicative ability.

关 键 词：设计学习 作文互评 批评反思能力 

分 类 号：H319[语言文字—英语]