混合式学习环境下教师干预对在线同伴互评的影响  

The influence of teachers’invention on online peer review under blended learning environment

作　　者：陈小仙 任冰文 韩艳敏[2] CHEN Xiaoxian;REN Bingwen;HAN Yanmin(School of Foreign Language Studies,Wenzhou Medical University,Wenzhou 325035,China;School of the First Clinical Medical Sciences(School of Information and Engineering),Wenzhou Medical University,Wenzhou 325035,China)

机构地区：[1]温州医科大学外国语学院,浙江温州325035 [2]温州医科大学第一临床医学院(信息与工程学院),浙江温州325035

出　　处：《温州医科大学学报》2025年第3期249-253,共5页Journal of Wenzhou Medical University

基　　金：浙江省教育科学规划课题(2016SCG180);浙江省课程思政教学项目(浙教函〔2021〕47号149项)。

摘　　要：目的:探讨教师干预对在线同伴互评的影响,为提升在线同伴互评实施效果提供参考。方法:选取温州医科大学预防医学、药学和护理学专业学生113人为研究对象,其中预防医学57人为实验班,药学专业和护理学专业共56人组成对照班。在实验班和对照班实施一学期的在线同伴互评教学实验,其中实验班接受教师干预。对实验班和对照班学生的前测和后测作文成绩进行比较;使用Coh-Metrix工具分析两组学生后测作文;对两个班级在同伴互评中的投入度差异开展问卷调查。结果:教师干预对在线同伴互评的反馈策略、评者自信、价值认知以及线上投入度有积极促进作用(P<0.05),教师干预对任务管理和人际沟通无显著促进作用(P>0.05)。经过教师干预下的在线同伴互评活动后,实验班的作文在单词长度、叙事性、指称衔接、新旧信息语义相似度以及动词左边嵌入单词数方面显著优于对照班(P<0.05)。结论:在线同伴互评的设计、监管和执行过程中加强教师干预,有助于提高学生对在线同伴互评的行为投入、认知投入和情感投入,提升在线同伴互评的效果。Objective:To explore the impact of teacher intervention on online peer assessment.Methods:A peer assessment teaching experiment was conducted for one semester in the experimental class and the control class,and only experimental class received teacher intervention.First,an independent sample t test was conducted on the pretest and posttest composition scores of students;then,the Coh-Metrix tool was used to analyze the posttest compositions of the two groups of students,finally,the differences between the control class and the experimental class in the peer engagement questionnaire were compared.Results:Teacher intervention had a positive effect on peer feedback strategies,confidence,value recognition and online engagement of peer evaluators(P<0.05).After peer evaluation activities under the intervention of teachers,the compositions of the experimental class were significantly better than those of the control class in terms of word length,narrative,referential cohesion,LSA given/new within sentences and left embeddedness before main verbs(P<0.05).Conclusion:A dynamic intervention from the teacher is helpful in achieving a better effect of peer review.

关 键 词：混合式学习 教师干预 在线同伴互评 互评投入度 

分 类 号：H319.3[语言文字—英语]