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同伴反馈是写作教学研究的热点话题,目前学术界对它的可行性和效果仍然存在较大争议,普遍反映的问题是活动容易流于形式、学生不能很好地反思和总结,从而导致同伴反馈活动学习效果差。着眼于克服上述问题,本研究以自我调节学习理论为指导,设计并实施了以同伴反馈活动为核心的大学英语写作教学模式。研究发现,经过一学期的实践,学生表示喜欢并接受同伴反馈活动,而且英语写作成绩有了显著提高,批判性反思能力得到锻炼和提升。我们建议,教师有必要且有信心在大学英语写作课堂引入同伴反馈机制,充分发挥其强大的促学潜能。
Peer feedback is a hot topic in writing teaching research. At present, there is still much controversy over the feasibility and effectiveness of peer feedback in academia. The common reflection is that the activities are easy to be mere formality, and students can not well reflect and summarize, which leads to peer feedback Poor learning activities. With a view to overcoming the above problems, this study designed and implemented a college English writing teaching mode with companion feedback as its core, guided by self-regulated learning theory. The study found that after a semester of practice, students expressed their love and acceptance of peer feedback activities, as well as significantly improved their English writing skills and their reflexive ability to exercise and improve. We suggest that it is necessary and confident for teachers to introduce a peer feedback mechanism in college English writing classrooms to give full play to their strong potentials for promoting learning.