期刊專區/ Periodical Section

香港小學中文科準教師在閱讀課給學生口頭回饋之研究

Research on Hong Kong’s Primary Chinese Pre-Service Teachers’ Giving of Oral Feedback in the Reading Lessons

所屬期刊：	第11卷第1期 「教師培育與專業發展」 主編：國立臺灣師範大學教育學教授 周愚文
系統編號：	vol040_02
主題：	師資培育
出版年份：	2015
作者：	廖佩莉
作者(英文)：	Pui-Lee Liu
論文名稱：	香港小學中文科準教師在閱讀課給學生口頭回饋之研究
論文名稱(英文)：	Research on Hong Kong’s Primary Chinese Pre-Service Teachers’ Giving of Oral Feedback in the Reading Lessons
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	24
中文關鍵字：	口頭回饋;教師主導的回饋;學生為本的回饋;促進學習的評估;準教師
英文關鍵字：	oral feedback;teacher-directed feedback;student-centered feedback;assessment for learning, pre-service teachers
服務單位：	香港教育學院中國語言學系助理教授
稿件字數：	14957
作者專長：	促進學習的評估、教師教育
投稿日期：	2014/9/7
論文下載：
摘要(中文)：	「促進學習的評估」是近年世界各國課程改革的重要項目。實踐「促進學習的評估」的理念，Black 和 William 提議一種常用的方法是教師在日常教學上多注意給予學生回饋。研究者常有機會視導準教師的教學，但他們卻未能有效運用回饋促進學生的學習。因此本研究旨在探討香港中國語文準教師在閱讀課是怎樣給予學生口頭回饋和他們給予學生回饋時做得不足的地方。研究對象是二十位修讀香港教育學院小學榮譽教育學士的準教師，研究者在他們實習期間和他們觀課並進行錄像分析，然後邀請六位作訪談。研究發現大多數準教師給予學生教師主導的回饋，較少運用學生為本的回饋。準教師未能善用學生的回應，也欠缺多元化的追問。本文最後提出建議，希望藉此提升準教師給予學生口頭回饋的效能。
摘要(英文)：	“Assessment for learning” is regarded as an important issue in recent educational reform in the world. Black and William have suggested that one of the methods to implement “Assessment for learning” is to give feedback to students in daily lessons. The researcher has many opportunities to supervise the Chinese Language pre-service teachers during the teaching practice. However, they cannot give feedback to students effectively in the reading lessons. This research aims at finding how the pre-service teachers give feedbacks to students and to explore their shortcomings. Twenty pre-service Chinese Language teachers are invited to participate in this research, their lessons are recorded and analyzed. Six teachers are interviewed. Findings indicate that most pre-service Chinese language teachers use the “teacher-directed feedback”, but seldom use “student-centered feedback”. They cannot fully make use of the diversified chasing questions as feedback to facilitate students’ learning. At the end of the paper, some suggestions are made to the pre-service teachers in order to improve the quality of using oral feedback.
參考文獻：	香港課程發展議會（2002）。基礎教育指引─各盡所能，發展所長。香港：政府印務局。 祝新華（2009）。閱讀教學提問中的追問系統探討。中國語文通訊，第85-86期（合刊），頁3-13。 張壽洪（2013）。課堂提問的回饋：以語文科閱讀課為基礎的探索。見王家倫，何文勝（2013），深化語文教育改革的思考與實踐，（頁142-159），南京，中國，東南大學出版社。 廖佩莉（2012）。從香港中國語文科課程的目標和評估趨勢析論中文科教師給予學生的回饋。教育研究月刊，215，頁122-133。 廖佩莉（2013）。香港中國語文教師對於給予學生「回饋」的認識與實施現況之研究。教育研究與發展期刊，9（2），65-90。 課程發展議會、香港考試及評核局（2007）。中國語文課程及評估指引（中四至中六），香港，中國，香港特別行政區。 繆小春、李凌、井世洁、張小林（2003）。自我效能：控制的實施（上），上海，中國，華東師範大學出版社。 鄺銳強（2010）。優化語文學習的課堂提問策略。見唐秀玲等編 （2010）優化語文學習的評估：理論與實踐，香港，中國，香港教育學院中文學系，43-70。 譚愛梅（1990）。讀書教學提問技巧，香港，中國，教育署語文教育學院。 羅耀珍（2008）。促進學習的評估，香港，中國，香港大學出版社。 Berry, R. (2008.) Assessment for learning, Hong Kong: Hong Kong University Press. Black, P. & William, D. (1998) Assessment and classroom learning, Assessment in Education, 5(1), 7-74. Black, P. & Wiliam, D. 著，教育署課程發展處譯（2002）。暗箱內探透過課堂評估提高學習水準，香港，中國，香港特別行政區。 Black, P. & William, D. (1999). Assessment for Learning: Beyond the Black Box, Cambridge, Assessment Reform Group, University of Cambridge, pamphlet 371.26 ASS. Retrieved from http://www.assessment-reform-group.org.uk/AssessInsides.pdf Brown, G., Ngan, M.Y. (2010). Contemporary Educational Assessment. Hong Kong: Pearson. Burke, D. (2009). Strategies for using feedback students bring to higher education, Assessment & Evaluation in Higher Education, 34(1), 41-50. Callingham, R. (2008). Dialogue and feedback: Assessment in the primary mathematics classroom. Australian Primary Mathematics Classroom, 13(3), 18-21. Gallavan, N.P. (2009). Developing Performance-Based Assessment. Thousand Oaks, CA: Crown Press. Hattie, J.A., (1987). Identifying the salient facets of a model of student learning: a synthesis of meta-analyses, International Journal of Educational Research, 11, pp.187-212. Hyland, K. and Hyland, F. (2006). Context and issues in feedback on L2 writing: An introduction. In Hyland, K. and Hyland, F. (Eds.). Feedback in Second Language writing: context and issues, New York, NY: Cambridge University Press. Irons, A. (2008). Enhancing Learning through Formative Assessment andFeedback, London, England: Routledge. Johnson, P.H. (2004). Choice words: How our language affects children’s learning. Portland, ME: Stenhouse. Kluger, A.N. & DeNisi, A. (1996). The effect of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. Koopmans, M. (2009). Feedback Mastering the Art of Giving and Receiving Feedback, Singapore: Publisher of Schouten Global. Lee, I. (2008). Student Reactions to Teacher Feedback: Hong Kong Secondary Classrooms, Journal of Second Language Writing, 17(3), 21-32. Mackey, A. (2006). Feedback, Noticing and instructed Second Language Learning. Applied Linguistics, 27(3), 405-430. Nightingale, P., TeWiata, I., Toohey, S., Ryan, G., Hughes, C., and Magin, D. (1996). Assessing learning in Universities, Sydney, Australia: University of New South Wales. Poulos, A & Mathony, M.J. (2008). Effectiveness of feedback: The students’perspective. Assessment & Evaluation in Higher Education, 33(2), 143-154. Sadler, R. (2008). Formative assessment and improvement of academic learning, Journal of Higher Education, 54, 1998, 60-79. Sadler, D. (1989). Formative assessment and the design of instructional systems, Instructional Science,18, 119-44. Vygotsky, L.S. (1978). Mind in Society, Cambridge, England: Harvard University Press. Wiggins, G. (1999). Feedback. Pennington, NJ: CLASS. Yorke, M. (2003). Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice, Higher Education, 45, 477-501.