【作者】 张凯；

【导师】 邹晓玲；

【作者基本信息】 重庆大学 ， 外国语言学及应用语言学， 2017， 硕士

【摘要】 许多研究已验证了项目学习可以帮助学生培养21世纪所需技能,因此越来越多的老师在他们的教学中采用项目学习这一教学模式,即以学生为中心的一种教学模式。由于项目学习活动多是学生们课下基于虚拟学习社区自主完成,因此社区中的同侪反馈已经成为日益重要的教学方法,学生可通过社区中的同侪反馈达到相互学习、相互评价的效果,老师亦可通过社区中的同侪反馈来监督并指导学生的学习。然而,前人的研究主要集中于同侪反馈在英语写作中的应用,对于同侪反馈与项目学习两者的结合或同侪反馈类型对小组项目研究成果的影响鲜有研究。因此,基于国内外相关理论和实践研究,本研究以EFL学生为研究对象,探究虚拟学习社区中组内同侪反馈类型对小组项目研究成果的影响,试图回答以下问题:1)虚拟学习社区中小组讨论交流时,倾向于使用哪种反馈类型?2)虚拟学习社区中小组成员倾向使用的反馈类型如何影响他们的项目研究成果?本研究的研究对象为300名EFL学生,共62个项目学习小组。他们均来自重庆大学创新课程组班级,且均为英语三级水平,在课程教师的要求和指导下,进行了为期一个学期的项目学习。作者以问卷的形式并辅以学生单独采访,调查了虚拟学习社区中组内同侪反馈时小组的反馈类型使用倾向,得出以下结论:项目小组讨论反馈时,高分项目组倾向于使用详尽型反馈和情感型反馈;中分项目组倾向于使用情感型反馈,对详尽型和验证型反馈无明显偏好;低分项目组偏好使用验证型反馈。其中详尽型反馈对小组项目研究成果产生很大影响,促进了小组项目研究成果改善,提高小组项目研究成果质量;情感型反馈调动了小组成员参与组内讨论反馈的积极性,进而对小组项目研究成果产生影响,这种影响是间接的,其对小组项目研究成果的影响不如详尽型反馈;验证型反馈在促进小组项目研究成果改善方面的贡献很小,对提高小组项目研究成果质量的影响不大。更多还原

【Abstract】 It has been proved by many studies that project-based learning(PBL)helps students cultivate the skills necessary in the 21 st century,so more and more teachers began to apply project-based learning,a student-centered teaching mode,into their teaching practice.Because many PBL activities are implemented in Virtual Learning Community(VLC)by students themselves out of class,peer feedback in VLC has become an increasingly important approach for students to learning and evaluating mutually,and for teachers to monitoring and guiding students’ learning.However,previous relevant studies mainly focused on the application of peer feedback to English writing,rather than the integration of peer feedback and PBL or effects of peer feedback types on groups’ project-based products.Therefore,based on relevant theoretical and practical studies abroad and at home,the current study took EFL students who took part in PBL as research subjects to investigate the effects of intra-group peer feedback types in VLC on groups’ project-based products,trying to answer the following questions: 1)What kind of feedback do the project groups prefer to give when discussing and exchanging ideas in VLC? 2)How do the peer feedback types that group members prefer to give in VLC influence their project-based products?The subjects of this study were 300 EFL students within 62 PBL groups,all of whom were graded level 3 through the English placement test after enrolment in Chongqing University,coming from the classes of Innovative Curriculum in Chongqing University and taking part in PBL under the instruction and guidance of their teachers for a semester.Through questionnaire supplemented by interviews with students,the author examined the groups’ preference for feedback types when they were giving intra-group peer feedback in VLC,then came to the conclusions: when project groups discussed and gave feedback in VLC,the high-score project groups prefer elaborative and affective feedback to verificational feedback,the middle-score project groups have a preference for affective feedback,with no obvious preference for the other two types of feedback,elaborative feedback and verificational feedback,and the low-score project groups show a particular preference for verificational feedback.Among these,elaborative feedback exert greater effect on groups’ project-based products,improving groups’ project-based products and enhancing the quality of groups’ project-based products.Affective feedback may have indirect influence on their project-based products by motivating group members to participate in group discussion,but its effect is less than that of elaborative feedback.Verificational feedback contributes little to further improvement of their project-based products and has little significance on their project-based products.更多还原