同伴反馈真的能促进学生学习吗?——基于对国内外43项实验或准实验研究的元分析  

Does Peer Feedback Really Promote Students’Learning?——Based on a Meta-Analysis of 43 Experimental or Quasi-Experimental Studies at Home and Abroad

作　　者：李陈芳 赵波[2] 杨颖[1] Li Chenfang;Zhao Bo;Yang Ying(School of Information Science and Technology,Yunnan Normal University,Kunming,Yunnan,China 650504;Faculty of Education,Yunnan Normal University,Kunming,Yunnan,China 650504)

机构地区：[1]云南师范大学信息学院,云南昆明650504 [2]云南师范大学教育学部,云南昆明650504

出　　处：《数字教育》2024年第5期24-31,共8页Digital Education

基　　金：国家自然科学基金项目“多元文化环境下面向用户的个性化在线学习中的关键技术研究”(61967015);2022年度云南省专业学位研究生教学案例库建设项目“信息技术与学科课程融合教学案例库”(01000205020502042)。

摘　　要：在教学过程中,同伴反馈作为一种常见的生生交互活动,对培养学生高阶思维、激发学习动机等方面有积极效果。该研究采用元分析方法对国内外有关同伴反馈对学生学习效果影响的43项实证研究进行综合、梳理、分析和评价,以了解同伴反馈对学生学习的实际影响效果。研究发现:同伴反馈对提高学生学习效果具有中等程度以上的促进作用。从实验特征和反馈特征两个维度进行深入的调节变量分析,结果表明:实验周期、研究对象和规模等实验特征并不影响同伴反馈对学生学习效果的促进作用,但不同的反馈类型对同伴反馈的有效性存在显著的调节作用。Peer feedback,as a common student-student interaction activity in the teaching and learning process,has a positive effect on cultivating students’higher-order thinking and stimulating learning motivation.This study adopts a meta-analytic approach to comprehensively sort out,analyze and evaluate 43 empirical studies at home and abroad on the impact of peer feedback on students’learning effects,so as to understand the practical application effects of peer feedback on students’learning.It is found that peer feedback has more than moderate facilitating effect on improving students’learning effectiveness.An in-depth moderating variable analysis from the dimensions of experimental characteristics and feedback characteristics shows that experimental characteristics such as experimental period,research subjects and scale do not aff ect the facilitating effect of peer feedback on students’learning effectiveness,but diff erent types of feedback have signifi cant moderating effect on the effectiveness of peer feedback.

关 键 词：同伴反馈 学习效果 元分析 

分 类 号：G4[文化科学—教育学]