隨著過(guò)程寫(xiě)作教學(xué)法的興起,反饋,作為寫(xiě)作教學(xué)環(huán)節(jié)不可或缺的一部分,引起很多學(xué)者和一線教師的重視。其中,教師反饋和同伴反饋是寫(xiě)作教學(xué)采取的兩種基本反饋形式,現(xiàn)已經(jīng)從多角度探索,但前期對(duì)教師反饋和同伴反饋的效果的研究結(jié)果存在不一致甚現(xiàn)象。而且,先前的研究沒(méi)能將兩者置于同一理論框架下進(jìn)行分析,對(duì)動(dòng)態(tài)反饋過(guò)程關(guān)注的研究比較匱乏。為了探索英語(yǔ)專(zhuān)業(yè)寫(xiě)作課的教師反饋和同伴反饋結(jié)合下動(dòng)態(tài)寫(xiě)作反饋模式操作過(guò)程及影響反饋過(guò)程的背后因素兩個(gè)研究問(wèn)題,本研究對(duì)英語(yǔ)專(zhuān)業(yè)寫(xiě)作課的反饋活動(dòng)進(jìn)行為期兩個(gè)月的深入研究。社會(huì)文化理論突出的反饋活動(dòng)的過(guò)程性和社會(huì)性,所以本研究選取社會(huì)文化活動(dòng)理論作為研究視角。在研究過(guò)程中,本研究選取某高校兩個(gè)大二班級(jí)英語(yǔ)專(zhuān)業(yè)寫(xiě)作課作為研究對(duì)象,兩個(gè)班授課內(nèi)容一致,授課教師不同。為了回答兩個(gè)研究問(wèn)題,涉及到的研究工具包括課堂觀察、教師和同伴的書(shū)面反饋和訪談。數(shù)據(jù)收集后,按照反饋形式和活動(dòng)理論三角模型分類(lèi)來(lái)進(jìn)行數(shù)據(jù)分析。通過(guò)對(duì)數(shù)據(jù)進(jìn)行分析,教師和學(xué)生們的互動(dòng)促進(jìn)反饋活動(dòng)的運(yùn)行,并且兩種反饋方式相結(jié)合動(dòng)態(tài)反饋模式對(duì)寫(xiě)作發(fā)揮了很大作用。首先,教師和學(xué)生構(gòu)成了共同體,在共同體內(nèi)彼此交互,保證反饋活動(dòng)... 

【文章來(lái)源】：沈陽(yáng)師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
abstract
摘要
Chapter1 Introduction
    1.1 The Background of the Study
    1.2 The Significance of the Study
    1.3 The Purpose of the Study
    1.4 The Overall Organization of the Thesis
Chapter2 Literature Review
    2.1 Feedback and Writing Feedback
        2.1.1 The Definition of Feedback and Writing Feedback
        2.1.2 The Main Classification of Writing Feedback
    2.2 Theoretical Framework of Activity Theory
        2.2.1 The Definition of Activity Theory
        2.2.2 The Evolution of Activity Theory
        2.2.3 The Contents of Activity Theory
        2.2.4 The Application of Activity Theory
    2.3 Previous Studies on Writing Feedback Abroad and at Home
        2.3.1 Studies on WritingFeedback Abroad
        2.3.2 Studies on Writing Feedback at Home
Chapter3 Methodology
    3.1 Research Questions:
    3.2 Subjects
    3.3 Instruments&Data Sources
        3.3.1 Classroom Observations
        3.3.2 Written Feedbacks
        3.3.3 Interviews
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of the Classroom Observation
        4.1.2 Results of Written Feedback
        4.1.3 Results of the Interviews
    4.2 Discussion
        4.2.1 On the Operation Process of Dynamic Feedback Model in EnglishMajors’Writing Class
        4.2.2 On the Factors Affecting Writing Feedback Models from the Perspective of Activity Theory
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C



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