摘要
教师反馈素养是保证反馈效果的关键因素,近年来受到国内外学界广泛关注,但其内涵与评价尚未得到充分研究。本文梳理了近六年(2017—2023)发表的教师反馈素养研究文献,明确了教师反馈素养的定义,从认知、能力和情感态度三个维度辨析了教师反馈素养内涵,并由此首创了教师反馈素养多维连续体框架,可用作评价教师反馈素养的工具。本文基于该框架并结合我国外语教学现状,提出外语教师反馈素养提升路径,最后就未来研究主题、研究方法进行展望。
As a critical factor of effective feedback practice,teacher feedback literacy has received growing scholarly interest at home and abroad in recent years,yet what it entails and how it can be assessed have not been fully explored.To address this gap,this study,based on a review of researches on teacher feedback literacy published from 2017 to 2023,elaborates on the definition of teacher feedback literacy and further breaks down the concept into three important dimensions,namely,cognition,capabilities and dispositions.It then proposes a multi-dimensional and continuum-oriented framework of teacher feedback literacy,which could be employed as an assessment rubric of teacher feedback literacy.Based on the framework and the status quo of foreign language teaching in China,it also provides practical suggestions for the improvement of foreign language teachers'feedback literacy.This paper concludes with future research agendas in terms of research themes and methodology.
作者
许悦婷
刘呈呈
韩晔
Xu Yueting;Liu Chengcheng;Han Ye
出处
《外语教学》
北大核心
2023年第5期60-66,共7页
Foreign Language Education
基金
国家社科基金一般项目“线上教学情境下高校外语教师专业发展路径与机制研究”(项目编号:21BYY121)的阶段性研究成果。
关键词
教师反馈素养
多维连续体
外语教师
teacher feedback literacy
multi-dimensional continuum
foreign language teachers
