启蒙运动
过程(计算)
课程
读写能力
计算机科学
数学教育
大学英语
教育学
心理学
认识论
哲学
操作系统
作者
Yaning Cheng,Sixia Kong
标识
DOI:10.59825/jet.2023.1.5.67
摘要
Amid the ongoing new curriculum reform in China and the evolving landscape of English writing evaluation methods and teaching philosophies, the feedback approach for writing is undergoing continuous refinement, moving towards a multi-feedback model. This paper, drawing from the principles of social cognitive theory, dynamic assessment theory, and self-regulated learning theory, delves into the relevant literature concerning multi-feedback modes in English writing instruction. It examines the practical significance of employing multi-feedback techniques and offers fresh insights into their application in English writing education. Educators are encouraged to experiment with diverse approaches to English writing feedback, empowering students to take a leading role in the process, and fostering the development of students' core literacy skills.
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