同伴纠正性反馈效果研究综述  

A review of the effects of peer corrective feedback

作　　者：马艳辉[1] 孙添艺 MA Yanhui;SUN Tianyi(School of Foreign Languages,Harbin University of Science and Technology,Harbin 150006,China)

机构地区：[1]哈尔滨理工大学外国语学院,哈尔滨150006

出　　处：《黑龙江工程学院学报》2024年第2期50-55,60,共7页Journal of Heilongjiang Institute of Technology

基　　金：黑龙江省经济社会发展重点研究课题(外语学科专项)(WY2022001-A)。

摘　　要：反馈(feedback)最早来源于控制论。在教育教学中,有效反馈可以促进学习者的学习与发展。反馈可分为正反馈和负反馈,其中纠正性反馈属于负反馈的重要分支。纠正性反馈根据不同来源可分为教师纠正性反馈、同伴纠正性反馈和自我纠正性反馈。文中聚焦同伴纠正性反馈,将自我效能感、社会文化和认知互动作为理论支撑,以学习者投入这一概念为切入点,回顾并总结同伴纠正性反馈对学习者情感、行为和认知投入三个维度的有效性:学习者因为对同伴纠正性反馈有兴趣,进而提高其学习自信、增强学习内在动机;反馈者和被反馈者均通过同伴纠正性反馈提升个人学习能力;学习者通过识别修正错误、监控学习过程,促进意义创建和知识构建,进而提升个人认知水平。最后概括并归纳同伴纠正性反馈的局限性,对未来的研究方向提供建议。“Feedback”originates from control theory.In the context of education and teaching,effective feedback can facilitate students’learning and development.Feedback can be categorized into positive feedback and negative feedback,with corrective feedback being a significant subcategory of negative feedback.Corrective feedback can be further classified into teacher corrective feedback,peer corrective feedback,and self-corrective feedback based on the providers.This paper focuses on peer corrective feedback,with theoretical support from self-efficacy,socio-cultural factors,and cognitive interaction.Using the concept of learner engagement as a starting point,it reviews and summarizes the effects of peer corrective feedback across three dimensions of learners:emotional,behavioral and cognitive engagement.Finally,this paper gives a summary of the limitations of peer corrective feedback and recommendations for future research directions.

关 键 词：同伴纠正性反馈 自我效能感理论 社会文化理论 认知互动理论 学习投入 

分 类 号：G642[文化科学—高等教育学]