中小学课堂教学反馈的现实困境与改进路径——基于哈蒂“可见的学习”的视角  

Realistic Dilemma and Improvement Path of Classroom Teaching Feedback in Primary and Secondary Schools:Based on Hattie’s Perspective of “Visible Learning”

作　　者：李茂森[1] 祝蕾蕾 Li Maosen;Zhu Leilei(Schoo of Teachers’Education,Huzhou University,Zhejiang Rural Education Research Center,Huzhou 313000)

机构地区：[1]湖州师范学院教师教育学院,浙江省乡村教育研究中心,湖州313000

出　　处：《教育发展研究》2022年第20期77-84,共8页Research in Educational Development

基　　金：浙江省教师教育创新实验区第二批建设项目“自学·互学·共学:‘学为中心’的教师教育课程教学模式改革研究与实践”(浙教办函[2022]200号)的部分成果。

摘　　要：反馈是影响学生学业成就的重要因素之一。“可见的学习”视角下中小学课堂教学反馈存在反馈方式僵化、反馈内容窄化、反馈环节固化、反馈效能弱化的现实困境。究其原因,学生未能成为反馈过程的主体、课堂环境缺乏友好和安全感、教师促进学生感知反馈的水平有限、学生反馈能动性意识不强等则是关键性的制约因素。通过对课堂教学反馈的审思,建议从优化外部反馈,让教师成为“适应性专家”;关注内部反馈,让学生成为“可见学习者”;营造和谐课堂氛围,让情境成为“反馈的有力支撑”等方面入手,着力提高课堂教学反馈的质量。Feedback is one of the important factors affecting students’ academic achievement. From the perspective of "visible learning", classroom teaching feedback in primary and secondary schools is confronted with practical difficulties such as rigid feedback mode, narrow feedback content, solidified feedback link and weakened feedback effectiveness. The reasons include students’ failure to become the main body of the feedback process, the lack of friendly and safe classroom environment, the limited level of teachers’ promotion of students’ perception of feedback, and the weak initiative consciousness of students’ feedback.Through the reflection of classroom teaching feedback, it is suggested to optimize the external feedback and make teachers become "adaptive experts";Pay attention to internal feedback and make students visible learners;Build harmonious classroom atmosphere,let the situation become "feedback strong support" and so on, focus on improving the quality of classroom teaching feedback.

关 键 词：课堂教学反馈 有效性 可见的学习 反馈素养 

分 类 号：G632.4[文化科学—教育学]