指向深度学习的对话式反馈:特征、方式与策略  

Deep Learning Oriented Dialogic Feedback:Characteristics,Approaches and Strategies

作　　者：蒋慧芳 曾文婕[1] 朱琦 JIANG Huifang;ZENG Wenjie;ZHU Qi(School of education,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《开放教育研究》2024年第2期80-88,共9页Open Education Research

基　　金：广东省哲学社会科学规划项目“指向师范生教学能力培养的学本评估策略研究”(GD23YJY23);广东省哲学社会科学规划项目“推动中小学育人方式改革的学习为本评估策略研究”(GD23XJY53);教育部人文社会科学研究青年基金项目“活动理论视角下高校基层教学组织建设机制研究”(23YJC880049)。

摘　　要：对话式反馈突破传统独白式反馈的局限,注重培养学生的高阶思维,鼓励教师、同伴、学生个体和技术互惠共生,强调学生深入参与反馈和营造师生相互信任的氛围,为深度学习提供有力支持。对话式反馈有师生对话式反馈、同伴对话式反馈、自我对话式反馈和人机对话式反馈四类,可以帮助学生深度理解反馈、支持学生协作建构知识,培养学生的自主调节能力和问题解决能力。促进深度学习的对话式反馈需通过构建深度具身反馈环境,发展教师的对话式反馈素养引导学生主动寻求反馈。Dialogic feedback moves beyond traditional feedback in a monologic format with an emphasis on fostering students’higher-order thinking and promoting a reciprocal and symbiotic engagement among teachers,peers,learners,and technology.Dialogic feedback also promotes deep student engagement and the cultivation of a trusting atmosphere between teachers and students,all of which are essential for advancing deep learning.As it has evolved,four distinct forms have developed:teacher-student dialogic feedback,peer dialogic feedback,self-dialogic feedback,and human-computer dialogic feedback.These forms of dialogic feedback help students deeply understand feedback contents,support collaborative knowledge construction,and cultivate their self-regulation and problem-solving capabilities.To effectively implement dialogic feedback that promotes deep learning,it is necessary to create a deep-embodied feedback environment,develop teachers’dialogic feedback competencies,and guide students to proactively seek feedback for learning.

关 键 词：对话式反馈 深度学习 反馈素养 反馈策略 人机对话 

分 类 号：G420[文化科学—课程与教学论]