师生反馈素养的价值意蕴与发展路径  

Development Path and Implication of Teacher-Student Feedback Literacy

作　　者：赵勇 兰春寿[1] 杨成林 ZHAO Yong;LAN Chunshou;YANG Chenglin(School of Foreign Languages,Fujian Normal University,Fuzhou 350007,China;Xixian Senior High School Affiliated to Central Normal University,Xinyang 464000,China)

机构地区：[1]福建师范大学外国语学院,福建福州350000 [2]华中师范大学附属息县高级中学,河南信阳464000

出　　处：《宁波大学学报（教育科学版）》2023年第4期72-78,共7页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金项目“新时代教育评价观与语言课堂学习导向测评的反馈体系研究”(21BYY124)。

摘　　要：反馈在“教-学-评”一体化实践中起桥梁作用。从信息取向到过程取向的反馈理解范式转变引起学者对教师反馈素养和学生反馈素养的广泛关注。教师和学生具备反馈素养是提升教学效果、促进学生发展的关键要素。基于教师反馈素养和学生反馈素养的内涵梳理,结合我国教学实际,揭示师生反馈素养在育人目标、教学方法、学习环境、评价理念等方面具有的价值意蕴,即发展核心素养、强调对话协商、关注学习情境、回归育人本质。基于此,从共设学习目标、开展对话反馈、技术赋能反馈、创设反馈环境四个方面探讨教师反馈素养与学生反馈素养的发展路径。Feedback plays a bridging role in the integrated practice of teaching,learning and evaluation.The paradigm shift of understanding from information-oriented to process-oriented feedback has drawn scholars’extensive attention to feedback literacy of both teachers and students that is key to improve teaching effect and quality and promote students’development.This paper is intended to consider the value implication of teachers and students’feedback literacy in the aspects of educational objectives,teaching methods,learning environment and evaluation concept,etc.,which focus on students development,dialogue and negotiation,learning situations and the essence of education.It also explores the development path of teachers and students’feedback literacy in the four aspects of common learning objectives,dialogue feedback,technology-enabling feedback and feedback environment.

关 键 词：教师反馈素养 学生反馈素养 价值意蕴 发展路径 

分 类 号：G45[文化科学—教育学]