多元反馈模式促进深度学习的行动研究  

An action research on the promotion of students’ deep learning through multi-channel feedback model

作　　者：陈功[1] 宫明玉 Chen Gong;Gong Mingyu

机构地区：[1]对外经济贸易大学英语学院

出　　处：《外语教学》2022年第3期60-66,共7页Foreign Language Education

基　　金：北京市高等教育学会2021年度重点课题“现代信息技术在高等教育教学中的应用研究”(项目编号:ZD202124);对外经济贸易大学本科优质课程建设项目《基础英语写作》(项目编号:PX-2121839)和对外经济贸易大学“惠园优秀青年学者”资助项目“外宣媒体‘讲好中国故事’的话语实现路径”(项目编号:20YQ07)的阶段性研究成果。

摘　　要：反馈是英语写作教学的关键环节。本研究目的是探索在真实写作课堂情境下,如何通过“N+2+1”多元反馈促进深度学习,并帮助学生达到三个领域的六个方面的高阶知识和能力。本研究在大学英语专业一年级英语写作课上开展了两轮行动研究。通过对教学的深度观察以及相关数据的细致分析发现,“N+2+1”多元反馈可以促使深度学习的发生,但是学生深度学习能力的提升还需要教师在教学实践中创设恰当的教学条件,实现学生对写作知识的主动构建和深度迁移。本研究对于提高我国英语写作课堂的教学质量和人才培养质量具有一定的启示。Feedback is an essential part in English writing teaching. The aim of this study is to explore how to promote students’ deep learning through “N+2+1” multi-channel feedback model in the real writing classroom, and help students get high-level knowledge and ability in six aspects of three fields. This study has conducted two rounds of action research in the English writing class of freshmen majoring in English. Through in-depth observation of teaching and detailed analysis, it has been found that “N+2+1” model can promote in-depth learning, but the improvement of students’ in-depth learning ability requires teachers to create appropriate teaching conditions in teaching practice in order to facilitate students’ active construction and in-depth transfer of writing knowledge. The study may have some implications for improving the quality of English writing teaching and learning in China.

关 键 词：英语写作教学 多元反馈 深度学习 行动研究 

分 类 号：H319[语言文字—英语]