【作者】 张晶；

【导师】 郑东辉；

【作者基本信息】 宁波大学 ， 课程与教学论， 2021， 硕士

【摘要】 从学教评一致性理念出发,教师的作业反馈是设计、批改、反馈作业的完整过程,发挥促进学习的作用。现实中,初中教师是不是基于学教评一致性开展整体的作业反馈?运用调查研究法进行解答。通过文献分析,建构了基于学教评一致性的作业反馈流程,即确定目标、依据目标进行作业设计、根据标准进行作业批改、针对目标进行作业反馈的四个环节,明确了作业反馈的具体要求:基于学习目标自主设计分层作业,运用描述性评语批改作业,旨在增值的作业反馈,融入教学过程的作业反思。基于上述框架,设计问卷,抽样调查宁波市H区593位初中教师的作业反馈行为,得出以下结论:(1)教师的作业反馈认知与反思态度符合学教评一致性要求;(2)教师的作业反馈在认知与行为之间存在某些不一致;(3)教师的作业反馈表现在不同变量上均存在显著差异;(4)非班主任型教师设计作业的表现更符合学教评一致性要求;(5)教师的作业反馈认知对其反馈行为与反思具有正向影响。从调查中发现的问题入手,提出三个方面的作业反馈改善建议,分别是:(1)聚焦学习目标,实现作业反馈的知行统一;(2)落实学教评一致性要求,提升教师作业反馈质量;(3)加强反思性反馈,实现作业反馈的增值功能。更多还原

【Abstract】 Starting from the concept of teaching-learning-assessment alignment,teachers’ feedback on assignments is a complete process of designing,correcting and giving feedback on assignments that play a role in facilitating learning.In reality,do middle school teachers carry out holistic feedback on assignments based on teaching-learning-assessment alignment? A survey research method is used to answer this question.Through literature analysis,a homework feedback process based on teaching-learning-assessment alignment is constructed,which have four links of defining goals,designing homework based on goals,correcting homework based on standards,and providing homework feedback in response to goals,and we specify the specific requirements for homework feedback: independent design of tiered homework based on learning goals,homework correction use descriptive rubrics,homework feedback aim at adding value,and homework is integrated into the teaching and learning process reflection.Based on the above framework,a questionnaire was designed to investigate the homework feedback behaviour of a sample of 593 junior high school teachers in District H,Ningbo,and the following conclusions were drawn:(1)teachers’ cognitive and reflective attitudes towards homework feedback were consistent with the requirements for consistency in learning-teaching assessment;(2)there were some inconsistencies between teachers’ homework feedback in terms of cognition and behaviour;(3)teachers’ homework feedback performance differed significantly across variables;(4)non-class teachers’ performance in designing assignments was more consistent with the requirement for consistency in learning-teaching assessment;(5)teachers’ perceptions of feedback on assignments had a positive effect on their feedback behaviours and reflections.Based on the problems identified in the survey,three suggestions for improving feedback on assignments are proposed:(1)focus on learning objectives to achieve unity of knowledge and action in feedback on assignments;(2)implement the requirement of consistency in learning,teaching and assessment to improve the quality of teachers’ feedback on assignments;(3)strengthen reflective feedback to achieve the value-added function of feedback on assignments.更多还原