论文部分内容阅读
同伴反馈是依靠同伴力量进行评价的一种过程性评价和教学手段,已在写作、外语习得等教学中被证明是一种行之有效的教学评价方式。它有利于增强学生的学习兴趣,提高学习动力,实现自主学习。本研究在动机自我决定理论的框架下,将同伴反馈应用于研究生阶段的汉英同传教学过程,通过开展为期一学期的教学实验,用实证的方法研究并确认了同伴反馈对于汉英同传学习动机内化的正向促进作用,为汉英同传教学实践提供循证的教学建议。
Peer feedback is a kind of procedural evaluation and teaching method which relies on peer force evaluation. It has been proven to be an effective teaching evaluation method in writing and foreign language acquisition. It is conducive to enhancing students’ interest in learning, improve motivation, and achieve self-learning. Under the framework of motivation self-determination theory, this study applies peer feedback to the process of Chinese-English simultaneous teaching at the graduate level. Through a one-semester teaching experiment, this study uses empirical methods to study and confirm peer feedback for the simultaneous interpretation of Chinese and English The positive role of motivation in learning motivation, to provide evidence-based teaching advice for simultaneous interpretation of Chinese and English.