学生发展视角下研究生同伴评审的实践与研究  

Using peer assessment in graduate education:from the perspective of student development

作　　者：岑逾豪[1] CEN Yu-hao(School of Education,Shanghai Jiao Tong University,Shanghai 200240,China)

机构地区：[1]上海交通大学教育学院,上海200240

出　　处：《教学研究》2023年第6期11-18,共8页Research in Teaching

基　　金：上海市哲学社会科学规划教育学课题(B1703)。

摘　　要：研究生作为学术工作队伍的后备力量,在学期间应积累评审经验,发展评审能力。基于一项整合型学生发展理论,在七届研究生课堂中实施同伴评审的教学方法,并采用混合研究方法探究教学效果。研究生在学期间评审同伴的学术作品,不仅可提升作品学术质量和学术评审能力,还可促进学习者在认知、个人内在和人际维度的发展:体会到知识的过程性、情境性和不确定性,提升了研究者的自我身份认同,促进了学术共同体的构建。通过具象化、本土化实践和效果检验,建议高校为研究生创造学术评审的机会,并组织与评审相关的培训研讨,在研究生培养中促进学生的发展,使高校学生学习从“以学为本”转向“以人为本”。Graduate students are future academic researchers,and they should be prepared for academic peer-review work.Informed by an integrative student development theory,this study implemented peer assessment in a graduate course for seven consecutive years and used a mixed-methods approach to assess its effects on student learning and development.Reviewing peers′academic work contributes to graduate students′academic progress,as well as promotes student growth in the epistemological,intrapersonal,and interpersonal dimensions.Graduate students learned that knowledge was contextual,uncertain,and developed in process,developed researcher identity,and worked toward building a learning community.Institutions should provide peer review opportunities for graduate students,and organize the activities in a way that maximizes student learning.

关 键 词：同伴评审 学生发展理论 学习评价理论 自我主导发展理论 研究生教育 

分 类 号：G642.4[文化科学—高等教育学]