高中英语教师反馈素养的现状及其影响因素研究

Research on the Current Situation and Influencing Factors of Senior High School English Teacher Feedback Literacy

摘要: 教师反馈素养是教育学、外语教育等领域的研究热点，近年来受到国内外学界的广泛关注。本研究采用定量定性混合的研究设计，以101名高中英语教师为研究对象，主要通过问卷和访谈收集数据，分析了高中英语教师反馈素养的现状，探讨了高中英语教师反馈素养的影响因素。研究发现：高中英语教师反馈素养总体水平较高(M = 5.09)，其中学习反馈维度(M = 5.17)和建立反馈共识维度(M = 5.16)的均值最高，示范反馈维度(M = 4.98)的均值最低。高中英语教师反馈素养受到教材、教学和学习因素的影响，其中学习因素的影响最大，教材的影响最小。本研究的发现有益于为教师反馈提供新的洞察视角，从而优化教学模式，切实促进教学效果，为促进教师专业发展等提供借鉴。

Abstract: Teacher feedback literacy has become a research hotspot in the fields of pedagogy and foreign language education and has received extensive attention from domestic and international academic circles in recent years. This study adopts a mixed quantitative and qualitative research design, taking 101 senior high school English teachers as the research subjects. Data are mainly collected through questionnaires and interviews to analyze the current situation of senior high school English teacher feedback literacy and explore its influencing factors. The study finds that the overall level of senior high school English teacher feedback literacy is relatively high (M = 5.09). Among them, the dimension of learning feedback (M = 5.17) and the dimension of establishing feedback consensus (M = 5.16) have the highest mean values, while the dimension of demonstrating feedback (M = 4.98) has the lowest mean value. Senior high school English teacher feedback literacy is influenced by factors such as teaching materials, teaching, and learning, among which learning factors have the greatest impact and teaching materials have the least impact. The findings of this study are beneficial in providing a new perspective of insight for teacher feedback, thus optimizing the teaching model, effectively promoting teaching effectiveness, and providing references for promoting teachers’ professional development.