基于“一师一优课”的高中英语教师课堂口头反馈实证研究  

Empirical Study of Oral Feedback in High School English Teachers’Classroom Based on“One Teacher,One Excellent Lesson”

作　　者：郑乐 解冰[1] 李晓萌[1] Zheng Le;Xie Bing;Li Xiaomeng

机构地区：[1]东北师范大学

出　　处：《基础外语教育》2024年第2期27-35,107,共10页Basic Foreign Language Education

摘　　要：教师课堂口头反馈是教师话语的重要组成部分,能够有效增加学生的语言输入,促进语言输出。本文基于“一师一优课”平台的四节高中英语阅读课,探究教师提供的单一型和混合型反馈的类型与频率,以及教师反馈素养的现状。研究表明,四位教师使用混合型反馈多于单一型反馈,其中“积极反馈语+重复”占比最高;教师反馈素养在设计,关系和实际三个维度仍存在不足。本文建议教师聚焦能力有的放矢,调整表述关照情感,启发思考培养能力,提高自身的反馈素养,并促进学生的全面发展。Oral feedback is an important part of teachers’discourse,which can effectively increase students’language input and promote language output.Based on four high school English reading classes available on the“One Teacher,One Demo Class”platform,this article explores the types and frequency of single and mixed feedback provided by teachers and the current state of teacher feedback literacy.The study shows that the four teachers used more mixed feedback,with the highest percentage of“positive feedback+repetition”;Teachers’feedback literacy was inadequate at the design,relational and pragmatic dimensions.This article suggests that teachers should focus on individual’s needs and problems to avoid generalized feedback,adjust expressions to cater for students’feelings,inspire critical thinking to develop students’English proficiency.Only by improving their own feedback literacy,can they contribute to students’overall development.

关 键 词：教师口头反馈 混合型反馈 反馈素养 “一师一优课” 阅读教学 

分 类 号：G623.31[文化科学—教育学]