语文教师对潜力生作文的评语反馈:特征分析与提效策略  

Chinese Teachers'Feedback on Potential Students'Essays:Analysis of Characteristics and Strategies for Improving Effectiveness

作　　者：李俊飞 Li Junfei(Nanjing Normal University,Nan jing,Jiangsu,210097)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《考试研究》2023年第4期19-31,共13页Examinations Research

摘　　要：评语作为作文评价反馈的一个重要形式,兼有形成性评价和发展性评价的特征。语文写作是一项十分复杂的学习活动,潜力生在写作学习中普遍存在较大困难。通过问卷、访谈和案例分析,调查203位基础教育阶段语文教师对潜力生作文书面评语反馈的方式、内容、态度等情况。结果表明:作文评语内容以引导和鼓励为主;教师对潜力生评语反馈较为谨慎;评语撰写的难点多来自寻找亮点;积极评语倾向与学生整体水平有关;缺少对潜力生评语反馈的系统跟进。相应提出批注、总评和分数形成有效配合、善用发展性评价理念激发习作潜力和系统持续地跟进反馈成效等建议。As an important form of feedback on composition assessment,rubrics have the characteristics of both formative and developmental assessment.Language writing is a very complex learning activity and potential students generally have greater difficulties in learning to write.Questionnaires,interviews and case studies were used to investigate the ways,contents and attitudes of 203 Chinese teachers at the basic education level in giving feedback to potential students on their written essays.The results of the study showed that the content of the composition comments for potential students was mainly guidance and encouragement,teachers were more cautious in giving feedback on potential students'comments,the difficulties in writing comments mostly came from finding highlights,the tendency of positive comments was related to the overall level of students,and there was a lack of systematic follow-up of the feedback on potential students'comments.Three suggestions were made for effective coordination between annotations,overall comments and marks,the use of developmental assessment concepts to stimulate potential students'work,and the systematic and continuous follow-up of feedback.

关 键 词：促进学习的评价 潜力生 评价反馈 作文评语 

分 类 号：G424.74[文化科学—课程与教学论]