ピア・フィードバックと教師フィードバックとの比較–初中級作文クラスを対象に–

同儕回饋及教師回饋之比較──以初中級作文課程為對象-（The Comparison of peer feedback and the teacher’s feedback: for intermediate writing class）

筆者為了解決所擔任的作文班的問題，導入「同儕學習」。本論文主要是將焦點放在修改作文的過程中，透過和教師評價之比較來檢討導入同儕評價之可能性。在進行評價步驟時，利用廣瀨（2000）改編自Faingley & witte（1981）的評量表作一依據。結果發現在作文的內容發展及構成之項目評價上，同儕評價及教師評價是沒有什麼差別的。但是，在文法及表現的錯誤上，兩者之間的評價上就出現差異。但就指正的種類來看時，兩者間可能因為有評量表為參考，其指正的種類大致相同，不同的是指出誤用的數量之部分。就先行研究的成果來看，學習者對同儕評價有一定的肯定，但和教師評價相比時，大多還是會傾向選擇教師評價。但透過此研究，可以告訴學習者教師評價和同儕評價其差別並不太大，來解除學習者在學習活動上的不安。另外，可以告知學習者教師在此活動所扮演的角色為活動設計及最後的言語形式的改正。 The author felt the problems in the writing classroom, so, tried topractice 'peer learning' in the writing classroom to be resolved theproblem. This announcement is focused on elaboration of the writingprocess, by comparison with teacher’s feedback and peer feedback, andto consider the possibility of peer feedback from the perspective oflearners.We use the standards by Hirose (2000) to incorporate the standardsthat are created based on the classification result, deployment andconfiguration of the contents of the composition feedback, but showed nodifference in the grammatical form of the feedback, found that significantdifferences were found. Also, when viewed from the learners, thefeedback but could see the peer evaluation is positive, the feedback whencompared with teachers, found that learner preferred teachers feedback.Thus, when the peer feedback is also incorporating more teachers,learners in the learning gives the sense of security. Future, 'peerlearning' which would require a rethinking the role of the teacher.