Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/72129
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dc.contributorDepartment of Chinese and Bilingual Studiesen_US
dc.creatorZhu, Xen_US
dc.date.accessioned2018-01-31T01:16:18Z-
dc.date.available2018-01-31T01:16:18Z-
dc.identifier.issn1003-160Xen_US
dc.identifier.urihttp://hdl.handle.net/10397/72129-
dc.language.isozhen_US
dc.publisher该刊编辑部en_US
dc.rights© 2016 中国学术期刊电子杂志出版社。本内容的使用仅限于教育、科研之目的。en_US
dc.rights© 2016 China Academic Journal Electronic Publishing House. It is to be used strictly for educational and research purposes.en_US
dc.titleImproving teacher feedback on students’ responses to questions in reading classrooms : more feedback and higher qualityen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage70en_US
dc.identifier.epage76en_US
dc.identifier.issue5en_US
dcterms.abstract在阅读课堂提问中,教师对学生答题的反馈普通存在数量不足、方式刻板的问题,影响反馈效能的发挥。通过在香港4所中学的四年级(学生140名)中开展中文阅读课堂提问-反馈的教学实验,教师在参与工作坊、共同备课等活动并接受课堂改进建议后,课堂反馈有了显著变化:在数量上,教师对每个提问的平均反馈频次显著增多。在方式上,"陈述"比例显著减少而"继续提问"显著增加;"单一维度的反馈"(如"陈述")减少、"复合维度的反馈"(如"陈述+继续提问"、"陈述+判断+继续提问")增多。这些变化有助于教师以反馈进一步推动学生深入思考。这也说明通过专业发展,教师的反馈数量与质量是可以提升的。en_US
dcterms.accessRightsopen accessen_US
dcterms.alternative改进教师在阅读课堂提问中的反馈 : 增加数量、提升质量en_US
dcterms.bibliographicCitation教育研究与实验 (Educational research and experiment), 2016, no. 5, p. 70-76en_US
dcterms.isPartOf教育研究与实验 (Educational research and experiment)en_US
dcterms.issued2016-
dc.identifier.ros2016004513-
dc.identifier.rosgroupid2016004429-
dc.description.ros2016-2017 > Academic research: refereed > Publication in refereed journalen_US
dc.description.validatebcmaen_US
dc.description.oaVersion of Recorden_US
dc.identifier.FolderNumberOA_IR/PIRA, CBS-0409-
dc.description.fundingSourceSelf-fundeden_US
dc.description.pubStatusPublisheden_US
dc.identifier.OPUS27884595-
dc.description.oaCategoryVoR alloweden_US
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