Professional Documents
Culture Documents
2011 4
Vo l 31, No 4
A pril, 2011
CU R RICU LU M , T EA CH IN G M A T ERIA L A N D M ET HO D
( , 100080)
: , ;
; ; ;
; ; ,
: ; ; ; ;
: G623 2 : A
, ,
[ 1] ( 5)
( ) :
, ,
( )
? ,
, ,
, ,
)
:
[ 1] ( 7)
, , ,
,
[ 1] ( 9)
( )
, , ,
,
, ,
, ,
, ?
, ,
[ 1] ( 4)
400
, ,
( )
, ,
, ,
: 2010- 12- 10
: ( 1966
) , , , , ,
65
, ,
? ?
[ 2]
( )
:
,
,
, ,
, ,
, ,
; ,
, ,
1 ,
, ,
, ,
, ,
, ,
,
,
, ,
, ,
,
( , )
, ,
,
,
,
,
,
, ,
,
,
,
, ,
,
, ,
, ,
,
, ,
, ,
,
,
? ?
, ,
, ,
? ,
? ?
, ,
, ,
[ 3] ,
66
,
, ;
( )
, ,
, ,
, ,
[ 4]
, ,
, ,
, ,
, ,
, ,
, ,
, :
, ,
, ,
, ,
, ,
, ,
, ,
, ,
, ,
( )
, ,
, ,
, ,
[ 2]
, ,
, [ 5]
, ,
67
, ,
, ,
, ,
[ 6]
, ,
, , ,
, , ,
, ,
, ?
,
,
, ,
, , ,
( )
( ,
,
) :
: , ?
? (
)
: ( ,
) ,
, ,
, )
( , )
( )
: ? ,
, ,
, :
: ,
,
: ,
, ,
,
, ,
: ? ,
? (
)
, ,
: ?
: !
, ,
, ,
, ,
: ,
, ,
( )
,
,
: ?
,
, , ,
, ( )
( ) , ,
68
, , ,
, ,
, ,
, :
, ,
, , ,
( ,
, , ,
, ; ,
, ,
, , ,
,
,
,
,
,
,
, ,
[ 5]
3 , ,
,
, ,
, ,
,
, ,
,
, ,
, , ,
,
, ,
, , ;
,
,
,
: ,
, : ,
:
[ 1] .
( ) [ S] . : , 2001.
[ 2] . [ J] .
, 2004 ( 25) : 4- 6.
[ 3] .
( 19 ) [ M ] .
: , 1985: 406.
[ 4] .
[ M ] . :
, 1997: 196.
[ 5] . ( ) .
: . [ DB/ O L] . http: / /
w enku . baidu . com, 2007 02 03/ 2010 11 10.
[ 6] .
[ M ] .
: , 1992: 1430.
( : )
( 64 )
69
html. [ 2010 7 3] .
[ 35] .
ment, 2008.
[ 32] Butler DL , Winne P H. Feedback and Self Regulated
L earning : A T heoretical Synthesis [ J] . Review of Ed
[ M ] / / , . :
: ,
2007: 1- 6.
( :
[ M ].
E. W hat
The Effectiveness of Feedback in Assessment for Learning and Strategies for Improvement
ZH U Xin hua
( Dep ar tment of Chinese and Bilingual Studies, T he H ong K ong Poly technic Univer sity , K owloon H ong K ong, China)
Abstract: Feedback is a very import ant t eaching behavior, w hich is par ticularly highlight ed in
assessment f or learning . Nevertheless, em phasizing merely on t he concret eness o f co nt ent and the
accuracy use o f lang uag e in f eedback cannot let the t eacher g rasp t he essent ials of f eedback. In real
teaching pract ice, feedback indeed f orm s a continuum ranging fr om t he po sit ive t o t he negat iv e side.
T hrough review ing overseas st udies on f eedback ef fectiveness and connect ing t hem to act ual pro blems
in t he t eaching in mainland China, t his paper discusses f eedback st rat eg ies such as f ocusing,
int eract ion, t imeliness, object iv e orient at io n, deindividualizat ion, respect f or st udent s diff erences,
act ive fo llow ups, etc. It is believ ed that this paper is w ort h not ing in t he f ield of teacher
development .
Key words: f eedback; ef f ect iv eness ; st rategy
( 69 )
Abstract: T he ancient poet ry t eaching in prim ary scho ols sho uld aim to the em ot io nal experience of the
poet ry, and reading is the best w ay to gain emot ional ex perience, w hich requires t he teachers to obey
the r ules o f fo cusing o n reading and r eciting, gr asping the g eneral meaning. St udent s aut onomo us
recit at ion is emphasized w it h desalinating teacher s explanat ion. T he measur es are as f ollow s: paying
at t ent ion t o st udent s silent r eading and respect ing t heir individual com prehensio n; com bining the
inside class r ecit at ion w it h out side class recit at ion; expanding the teaching mat er ial appropriately;
making st udent s ex perience em ot io ns fro m t he w orks o f imag es; cr eat ing cont ex t s and rendering the
ar tistic concept ion.
Key words: ancient po et ry t eaching ; emot ional ex perience; im ag e; art ist ic concept ion; imagination and
leg end
64