学生互评在中文二语课堂口语报告分析及应用  

An Analysis of Peer Assessment in Chinese as a Second Language Classroom Presentation

作　　者：陆璐 Lu Lu

机构地区：[1]Department of Modern Languages and Literatures William and Mary

出　　处：《汉语教学方法与技术》2018年第1期18-30,共13页Chinese Language Teaching Methodology and Technology

摘　　要：在课堂口语报告测评时,除了由教师提供回馈和测评意见外,学生的互评也可以带来一定的反馈。本文对北美一高校中高年级汉语课学生随堂个人口语报告进行了近一年的数据收集及追踪,通过1)比较学生互评及教师评价的差异性,以及2)对学生进行有关互评的问卷调查来了解学生互评在对外汉语课堂中应用的可行性及实践性。根据数据表明,学生在发音准确度,语言流利度,语言清晰度以及语言准确度与教师评分都有着较大误差,仅仅在内容和演讲技巧方面保持一致。学生互评普遍高于教师评价,这与学生的语言水平以及对评分标准的应用有较大关系。绝大多数学生认为互评可以有效提高课堂参与度以及自我汉语口语报告能力。书面评语则是最有效的反馈方式。本文也对研究结果、局限以及未来研究方向进行了进一步的讨论。The peer assessment (PA) plays an important role in the classroom presentation. This study aims to 1) investigate the difference in the scorings between PA and teacher assessment in oral presentation, and 2) explore student's attitude about PA through both quantitative and qualitative approaches. A class of 12 students in an upper-intermediate Chinese language class adopted PA by using Poll Everywhere during an academic year. The results indicate that intermediate-high Chinese learners and instructor interpret the criteria differently in Pronunciation, Fluency, Clarity, and Accuracy, but agree with the scores on Content and Delivery. Most students are positive that PA is a useful method to help them actively participate in class discussions and improve oral presentation ability. Students also reported that written comment is the most useful feedback. Findings and limitations were also discussed.

关 键 词：学生互评 教师评价 课堂报告 对外汉语 

分 类 号：TP391[自动化与计算机技术—计算机应用技术]