A Design Study Of Teachers' Evaluation Feedback In College Students' Online Discussions

The new era requires higher education to improve the quality of undergraduate teaching,that is,to improve the quality of college students' learning.As the main teaching mode during the epidemic,the quality of online learning has also attracted much attention.How to improve all links in the implementation of online teaching and improve the quality of online learning is the focus of undergraduate education innovation practice during the epidemic.Online discussion is an important part of online teaching and its effect has a great impact on the quality of online learning.Students' deep learning can effectively improve the quality of learning,and teachers are one of the important factors affecting the achievement of students' deep learning.It is worth exploring how teachers can achieve the goal of students' deep learning by intervening in students' online discussion.This study aims to promote deep learning of college students,takes teachers' evaluation feedback as the entry point,adopts the design-based research paradigm,designs college students' online discussion evaluation feedback scheme,and analyzes and evaluates students' discussion texts using quantitative and qualitative methods.Questionnaires were distributed to students using the method of investigation to collect students' suggestions and opinions on teacher evaluation feedback in online discussion.Through the iteration in the actual teaching,the optimal evaluation feedback scheme is sought to promote the deep discussion and deep learning of college students.This research is divided into five chapters: The first chapter discusses the research background,questions,research objectives and content,research methods and routes,and research significance;Chapter two discusses the concept and research status of online discussion,evaluation feedback and deep learning,and clarifies the theoretical basis of the research.Chapter three designs the initial scheme of teacher evaluation feedback in online discussion on the basis of determining the dimensions of teacher evaluation feedback.The fourth chapter adopts design-based research to implement and verify the scheme.During this period,a large number of text data from students' online discussions are collected for qualitative and quantitative statistical analysis to verify the scheme effect and put forward suggestions for improvement.The fifth chapter discusses the research conclusions and gives research suggestions.Meanwhile,it reflects on the shortcomings of this study and looks forward to the future research.Through teachers' evaluation feedback intervention,tracking research of online discussion process and statistical analysis of data,the following conclusions are drawn: The best scheme to promote the depth of college students' online discussion is delayed written evaluation feedback for the class;Teachers participating in the initial stage of group discussion and giving feedback can improve the effect of group discussion;The depth of teachers' feedback has a demonstrative and leading effect on students' discussion.The evaluation of students' participation in the discussion process is beneficial to improve students' enthusiasm in the discussion.In this study,qualitative and quantitative analysis was used to evaluate the results of the discussion,and the evaluation feedback scheme was relatively objective and scientific,which has reference significance.In the process of data analysis,this study mainly focuses on the changes of the class as a whole,ignoring the changes of groups and individuals.There are still some imperfections in the study,which need to be improved gradually in the follow-up in-depth research.