【作 者】：
姚佳佳， 李 艳， 陈新亚， 苏建元
【关 键 词 】：
高校教学； 深度学习； 同伴对话反馈； 实时互动； 认知网络分析
【栏 目】：
课程与教学
【中文摘要】：
高校传统课堂中生生对话互动的缺乏是其不足以促进大学生深度学习的一个重要原因，而基于课堂实时互动的同伴对话反馈是激发学生课堂参与动机和加深课堂学习投入的重要途径，对缓解高校教学互动现状有较好的适用性。研究通过单组前后测实验探究了基于实时互动的同伴对话反馈对大学生课堂深度学习的促进效果。研究发现：（1）该互动形式的同伴对话反馈可显著削弱学生的浅表学习方法倾向，但对深度学习方法倾向强化不明显；（2）同伴对话反馈中初始对话和初步反馈层面的提问行为，以及深层反馈层面的提问与观点发表行为，都比初始对话和初步反馈层面的观点发表行为更有利于促进学生学习方法深化。研究基于以上发现为高校教师更好地设计混合教学情境下促进大学生深度学习的同伴对话反馈活动提供了建议。
【英文摘要】：
The lack of peer interaction in traditional university classroom is an important reason why college students' deep learning cannot be promoted. Dialogic peer feedback based on real-time interaction is an important way to stimulate students' motivation for classroom participation and deepen their learning engagement, which has good applicability to alleviate the current interaction in universities. The study explores the effectiveness of real-time dialogic peer feedback on college students' deep learning through a single group of pre- and post-test experiments. The study finds that (1) dialogic peer feedback significantly weakened students’ surface learning approaches, while doesn’t significantly reinforce deeper learning approaches; (2) questioning in initiate and response discourse moves as well as answering, suggesting and questioning in feedback discourse moves, were more conducive to deepening students’ learning approaches than suggesting in initiate discourse moves as well as answering and suggestioning in response discourse moves. Based on the above findings, the study provides some suggestions for college teachers to better design dialogic peer feedback activities in blended learning environment to promote college students' deep learning.