摘要
本研究主要考查混合式教学下书面同伴互评中的“同伴支架”情况。本研究以46名英语专业大二本科生为研究对象,经过了十六周“线上线下”英语写作书面同伴互评。研究发现:在“线上线下”写作书面同伴互评中普遍存在“同伴支架”;“同伴支架”的作用主要体现在纠正错误、指出差距、增强信心和提高参与度四个方面;但是,由于受到学习者自身英语能力的限制,也会提供错误“支架”,这就需要教师发挥主导作用,进行及时地干预和指导,以确保“同伴支架”的意义最大化。
This study aims to explore the peer scaffolding in Autonomous learning of students in blend teaching mode.The participants were 46 sophomores majoring in English.After collecting and analyzing their four essays completed in the course of blend teaching,the results showed that peer scaffolding existed among peer group interaction and had a positive effect on the writing ability of participants;the peer scaffolding had four functions:correcting wrong usages,pointing out the gap,enhancing the confidence and increasing the participation.However,due to lacking of linguistic competence,it was also found that there existed the wrong peer scaffolding which needed the teacher’s guide in time in order to make peer revision more meaningful.
出处
《考试与评价》
2020年第4期91-97,共7页
TESTING AND EVALUATION
基金
2017—2018年度甘肃省高等院校外语教学研究专项课题重大项目“基于翻转课堂的大学英语混合式教学模式的构建与实践研究”(项目编号:GSSKB17-22)阶段及2018—2020年度甘肃农业大学教学改革项目阶段成果。
关键词
混合式教学
英语写作
同伴支架
同伴互评
blending teaching
English writing
peer scaffolding
peer revision
