體驗區
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| 篇名 |
指向深度学习的对话式反馈：特征、方式与策略
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| 並列篇名 |
Deep Learning Oriented Dialogic Feedback: Characteristics, Approaches and Strategies
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| 作者 |
蒋慧芳(JIANG Huifang)
、曾文婕(ZENG Wenjie)
、朱琦(ZHU Qi)
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| 中文摘要 |
对话式反馈突破传统独白式反馈的局限，注重培养学生的高阶思维，鼓励教师、同伴、学生个体和技术互惠共生，强调学生深入参与反馈和营造师生相互信任的氛围，为深度学习提供有力支持。对话式反馈有师生对话式反馈、同伴对话式反馈、自我对话式反馈和人机对话式反馈四类，可以帮助学生深度理解反馈、支持学生协作建构知识，培养学生的自主调节能力和问题解决能力。促进深度学习的对话式反馈需通过构建深度具身反馈环境，发展教师的对话式反馈素养引导学生主动寻求反馈。
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| 英文摘要 |
Dialogic feedback moves beyond traditional feedback in a monologic format with an emphasis on fostering students’ higher-order thinking and promoting a reciprocal and symbiotic engagement among teachers, peers, learners, and technology. Dialogic feedback also promotes deep student engagement and the cultivation of a trusting atmosphere between teachers and students, all of which are essential for advancing deep learning. As it has evolved, four distinct forms have developed: teacher-student dialogic feedback, peer dialogic feedback, self-dialogic feedback, and human-computer dialogic feedback. These forms of dialogic feedback help students deeply understand feedback contents, support collaborative knowledge construction, and cultivate their self-regulation and problem-solving capabilities. To effectively implement dialogic feedback that promotes deep learning, it is necessary to create a deep-embodied feedback environment, develop teachers’ dialogic feedback competencies, and guide students to proactively seek feedback for learning.
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| 頁次 |
080-088
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| 關鍵詞 |
对话式反馈
、深度学习
、反馈素养
、反馈策略
、人机对话
、dialogic feedback
、deep learning
、feedback literacy
、feedback strategy
、human-computer dialogue
、CSSCI
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| 卷期 |
30:2
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| 日期 |
202404
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2024.02.009
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