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2011 4

Vo l 31, No 4
A pril, 2011

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( 64 )

69

tical Str ategies f or Enhancing Pup ils L ear ning in

M ak es A Good P r imar y School T eacher ?

the Pr imar y Classr oom [ M ] . L ondo n: Ho dder and

Lo ndon: R outledge F alme, 2000.

[ 34] . [ DB/ OL ] .

Sto ug hton, 2001.

[ 31] Broo khar t S. H ow to Giv e Effective Feedback to

http: / / www. bca. hkeaa. edu. hk/ web/ zh/ Sitemap.

Y our Students [ J] . A lex andr ia, Vir ginia: A sso

ciation f or S up er v ision & Cur r iculum Develop

html. [ 2010 7 3] .
[ 35] .

ment, 2008.
[ 32] Butler DL , Winne P H. Feedback and Self Regulated
L earning : A T heoretical Synthesis [ J] . Review of Ed

[ M ] / / , . :

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2007: 1- 6.
( :

ucational Resear ch, 1995, 65 ( 3) : 245- 281.

[ 33 ] G ipps C, M cCallum B, H arg r eav es,

[ M ].

E. W hat

The Effectiveness of Feedback in Assessment for Learning and Strategies for Improvement
ZH U Xin hua
( Dep ar tment of Chinese and Bilingual Studies, T he H ong K ong Poly technic Univer sity , K owloon H ong K ong, China)

Abstract: Feedback is a very import ant t eaching behavior, w hich is par ticularly highlight ed in
assessment f or learning . Nevertheless, em phasizing merely on t he concret eness o f co nt ent and the
accuracy use o f lang uag e in f eedback cannot let the t eacher g rasp t he essent ials of f eedback. In real
teaching pract ice, feedback indeed f orm s a continuum ranging fr om t he po sit ive t o t he negat iv e side.
T hrough review ing overseas st udies on f eedback ef fectiveness and connect ing t hem to act ual pro blems
in t he t eaching in mainland China, t his paper discusses f eedback st rat eg ies such as f ocusing,
int eract ion, t imeliness, object iv e orient at io n, deindividualizat ion, respect f or st udent s diff erences,
act ive fo llow ups, etc. It is believ ed that this paper is w ort h not ing in t he f ield of teacher
development .
Key words: f eedback; ef f ect iv eness ; st rategy

( 69 )

On Emotional Experience in the Teaching of Ancient Poetry in Primary Schools

CH EN Yu
( I nstitute of Elementar y Education, Cap ital N or mal Univ er sity , Beij ing 100080, China)

Abstract: T he ancient poet ry t eaching in prim ary scho ols sho uld aim to the em ot io nal experience of the
poet ry, and reading is the best w ay to gain emot ional ex perience, w hich requires t he teachers to obey
the r ules o f fo cusing o n reading and r eciting, gr asping the g eneral meaning. St udent s aut onomo us
recit at ion is emphasized w it h desalinating teacher s explanat ion. T he measur es are as f ollow s: paying
at t ent ion t o st udent s silent r eading and respect ing t heir individual com prehensio n; com bining the
inside class r ecit at ion w it h out side class recit at ion; expanding the teaching mat er ial appropriately;
making st udent s ex perience em ot io ns fro m t he w orks o f imag es; cr eat ing cont ex t s and rendering the
ar tistic concept ion.
Key words: ancient po et ry t eaching ; emot ional ex perience; im ag e; art ist ic concept ion; imagination and
leg end

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