中学新手英语教师反馈素养培养与发展研究-《集美大学学报（教育科学版）》

文章信息/Info

Title:: A Study on Feedback Literacy of Middle School Novice English Teachers

Author(s):: ZHAO Yi1; HUANG Rui1; RUAN Dan2; 1.School of Foreign Languages,Jimei University,Xiamen,China,361021；2. Xianyou No.1 Middle School of Fujian，Putian,China,351200

Keywords:: Middle school novice English teachers; feedback literacy; feedback theory

摘要:: 中学新手英语教师是否具备反馈素养是学生能否积极投入教师反馈的关键。为提升学生学业成就并形成教师反馈素养培育方案，研究采用叙事问卷和半结构化访谈，深入调研新手教师反馈素养的现状及其影响因素。研究发现，虽然新手英语教师对反馈本质认识欠缺，并呈现出反馈设计模糊、反馈新技术使用率低、反馈方式偏向传统等特点，但是普遍认可反馈的重要性，对反馈过程中的师生角色定位有较清晰认知，反馈态度积极，反馈反思及学习意识强。建议新手英语教师将反馈设计与课型要求相结合，英语师范教育课程体系要增加反馈理论及反馈素养培训专题内容。

Abstract:: Whether middle school novice English teacher has feedback literacy is the key to promote student engagement with teacher feedback. To improve students’ academic achievement and develop a training plan for teacher feedback literacy, this study employs a narrative survey and semi-structured interviews to investigate the current situation and influencing factors of novice English teachers’ feedback literacy. The results show that the teachers manifested a lack of understanding of feedback nature, with vague ideas of feedback design, traditional feedback methods, and low adoption of feedback technologies. Yet they did recognize the importance of feedback, the role of teachers and students in the feedback process, and manifested a positive feedback attitude, and a strong awareness of feedback reflection. The study suggests that novice English teachers should consider class requirements and contextual realities when designing feedback. Professional training courses on feedback theory and literacy should be integrated into the curriculum system of English teacher education.