Research On The Effectiveness Of Teaching Feedback In University Classroom

With the promulgation of documents such as "National Standards for Teaching Quality of Undergraduate Majors in Ordinary Colleges and Universities",how to improve the teaching quality of universities has received great attention from the higher education circles.Classroom is the main place where teaching activities take place and the key link to ensure the quality of teaching in universities.Educators are the leaders of classroom teaching and play a central role in improving the quality of classroom teaching.As a part of the classroom learning environment,classroom teaching feedback plays an important role in improving learners' learning and teaching quality.Educators innovate the learning environment by improving the effectiveness of classroom teaching feedback,and promote the transformation of classroom from "teacher-centered" to "learner-centered",thus creating "learner-centered" classroom teaching is of great significance to the improvement of university teaching quality.In order to explore the effectiveness of university classroom teaching feedback,this study is based on the educational concepts of "learner-centered" and innovative learning environment,focusing on how to understand the effectiveness of university classroom teaching feedback from the perspective of innovative learning environment;To investigate the current situation and existing problems of university classroom teaching feedback and how to construct effective university classroom teaching feedback according to the current situation and problems are launched.The introduction part of the first chapter mainly uses the literature method to summarize the research on teaching feedback in classroom,and defines the core concept of this research,namely teaching feedback and teaching feedback in classroom.The second chapter expounds the understanding of classroom teaching feedback from the perspective of "learner-centered" and innovative learning environment.In the third chapter,the author investigated the undergraduates majoring in primary education in J Normal University by using the self-compiled "Effectiveness Scale of Teaching Feedback in University Classroom".Through the analysis of the data,the author found that there is teaching feedback in the current university classroom,but its effect is not good and its use is random.Judging from the types of classroom teaching feedback,the content level of feedback mainly includes information feedback,hierarchical feedback,instrumental feedback and paradigm feedback.At the timing level,immediate feedback,delayed feedback and formative feedback are mainly used.The formal levelinvolves explanation,discussion,demonstration,evaluation and operation.On the characteristics of classroom teaching feedback,it presents the current situation of "rich content,diverse forms and arbitrariness".At present,college classroom teaching feedback mainly focuses on content and belittles ability.Lack of motivation;Ignore the development of personality;Lack of formative feedback and other issues.In response to the above findings,in the last chapter,this study proposes to improve the effectiveness of classroom teaching feedback from the aspects of learners,teachers and teaching reform.From the perspective of learners,learners need "social-emotional-cognitive" feedback,which has the characteristics of sociality,emotion and cognition.From the perspective of teachers,teachers' feedback in classroom teaching can be constructed from observation,expression,evaluation and social emotion.From the perspective of teaching reform,this study has established a "classroom teaching feedback loop" model to provide a framework for implementing teaching feedback in classroom.