教师评语与学生群体适应性的实验研究--以一年级大学英语课程教学为例  

An Experimental Research on the Relationship Between Teachers’Comments and Students’Groups:A Case Study of College English Teaching in Grade One

作　　者：金瑜[1] JIN Yu(Zhejiang Wanli University,Ningbo Zhejiang 315100)

机构地区：[1]浙江万里学院,浙江宁波315100

出　　处：《浙江万里学院学报》2024年第5期108-116,共9页Journal of Zhejiang Wanli University

基　　金：浙江省教育厅一般科研项目“形成性评价的作用及其在各学生群体的适应性研究”(Y202249495)。

摘　　要：文章以形成性评价为理论依据,以浙江万里学院一年级2个班的大学英语课程为例,探索大学英语课程教学中形成性评价的教师评语在学生各群体的匹配度,发现评语对学生成绩的影响度及其对不同性别和层次学生的影响差异,进一步增强学生的学习动力并最终提升教师的教学效果和学生的学习效率。实验表明,评语对学生成绩有显著影响,且在不同性别和不同水平的学生群体中产生的影响存在一定差异。最后,文章提出了形成性评价中教师认识和执行原则的若干建议。Based on the theory of formative assessment,this paper takes two classes of college English course as an example to explore the matching degree between teacher’s comments and different groups of students,and find out the influence of teacher’s comments on students’performance as well as the differences in its influence on students of different genders and levels.The ultimate objective of the study is to enhance students’learning motivation and promote improved teaching effectiveness and learning efficiency.The experiment shows that comments have a pronounced impact on students’achievements,further accentuated by the notable differences in the impact on various student groups.Finally,the study concludes by proposing some guidelines and principles for the effective implementation of formative assessment and teacher cognition.

关 键 词：形成性评价 匹配度 教师评语 性别 

分 类 号：G642.1[文化科学—高等教育学]