形成性评估作为混合语言学习中的自我调节引擎:与顶级工程人才的案例研究
Honghao Ren1, Wenli Zhang1, Hongquan Cao1
1School of Foreign Studies, Xi'an Jiaotong University, Xi'an, 710049, Shaanxi, China.
Acta psychologica
|February 21, 2026
概括
形成性评估作为混合学习中的自我调节 (SRL) 引擎,增强学生的动力和学习质量. 这个循环过程支持自主学习,这对工程教育至关重要.
科学领域:
- 教育技术的教育技术
- 语言学习 语言学习
- 自主调节的学习学习
背景情况:
- 弥合以结果为导向的评估和以过程为导向的学习之间的差距.
- 调查形成性评估作为一种自我调节 (SRL) 引擎.
- 专注于为工程学生提供混合日语课程.
研究的目的:
- 检查形成性评估在培养工程学生自我调节 (SRL) 中的作用.
- 分析对话式反生态对学习的影响.
- 为外语教育课程改革提供实际指导.
主要方法:
- 混合方法设计涉及40名一年级工程学生.
- 定量数据:问卷和绩效指标 (N=40).
- 定性数据:反思性学习期刊 (n=87条) 和半结构面试 (n=4).
- 嵌入式的形成机制:SPOC分析,检查点,期刊,同行互动.
主要成果:
- 持续的,多代理反加强了动机,战略使用和反射性监管.
- 减少学习者的焦虑和提高学习目标的内化.
- 评估转变为循环的SRL过程,提高了参与度和语言学习质量.
结论:
- 形成性评估在混合学习环境中充当可持续的SRL引擎.
- 该研究提供了一种可转移的模型,用于在工程环境中培养自主,终身学习.
- 突出了外语教育课程开发的实际影响.
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