同伴反馈对中国高等教育英语教师培训的影响
The Effect of Peer Feedback on English Student-Teacher Training in Chinese Higher Education
DOI: 10.12677/OETPR.2019.11006, PDF,   
作者: 廖琳玉：澳门大学，澳门；张欣欣, 严培彦：新东方集团国外考试推广管理中心，北京
关键词: 同伴反馈；英语类师范生培训；中国高等教育；Peer Feedback； English Student-Teacher Training； Chinese Higher Education
摘要: 同伴反馈是对学习工具的重要评估，很多研究已经发现了它有促进学习的作用。但是，在师范生培训领域对同伴反馈的研究仍然很少。本次研究的主要目的在于调研同伴反馈如何在中国高校中发挥作用。它更具体的关注了同伴反馈的影响，学生对于同伴反馈的态度和同伴反馈中的问题。为了探索这些问题，本次研究采用了定性研究方法，具体研究工具是文件分析和半结构化访谈，并对这些收集到的数据通过主题编码分析方法和修订后的Bloom分类法进行了分析。本研究的主要发现如下：首先，同伴反馈可以拓宽师范生对英语教学的理解，但对于帮助深入理解的作用可能不大。其次，师范生基本上对同伴反馈持积极态度，这对同伴反馈在培训中的应用具有重要意义。第三，由于一些实际的限制和约束，现实中同伴反馈也存在许多问题。这些研究结果对于中国高等教育中的英语教师培训具有一定的教学意义。
Abstract: Peer feedback is an important assessment for learning instrument, and many studies have found its learning-promoting effect. However, few of those studies are conducted in the area of stu-dent-teacher training. This study aims to investigate how peer feedback works in English stu-dent-teacher training in an institution of Chinese higher education. More specifically, it focuses on the effect of peer feedback, students’ attitudes towards peer feedback, and the problems of peer feedback. To explore these issues, the current study adopted qualitative research methods. The specific instruments were document analysis and semi-structured interviews. The data were ana-lysed through a thematic coding analysis approach and via the revised Bloom’s taxonomy. The main findings of this study are as follows. Firstly, peer feedback can broaden student-teachers’ understanding of English teaching but may exert little effect on deepening their understanding. Secondly, student teachers basically hold positive attitudes towards peer feedback, which is sig-nificant for the application of peer feedback in their training. Thirdly, due to practical limitations and constraints, there are many problems with peer feedback in reality. These findings are of pedagogical significance for English-student teacher training in Chinese higher education.
文章引用：廖琳玉, 张欣欣, 严培彦. 同伴反馈对中国高等教育英语教师培训的影响[J]. 国外英语考试教学与研究, 2019, 1(1): 36-46.

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