Research On The Design And Application Of Delayed Feedback In Precision Instruction

With the rapid development of new technologies such as the Internet of things and big data,the application of precision instruction is becoming more and more popular.However,teachers are used to providing immediate feedback in the "assessment-feedback" link,which makes students lack of time for deep learning.Based on this situation,we designed a delayed feedback activities under the precision instruction model to promote students' deep thinking and improve the learning performance.This study combs and analyses the relevant literature about "precision instruction" and "the delayed feedback" at home and abroad,and on this basis,it deeply analyses the precision instruction model,the connotation of delayed feedback and the necessity of applying delayed feedback in precision instruction,Under the guidance of Robert M.Gagné's theory of classification of learning outcomes,we divide the applicable scope of delayed feedback in precision instruction according to the learning conditions of different learning outcomes,and propose three types of delayed feedback(that are knowledge content feedback,isomorphic example feedback and learning suggestion feedback)according to the scope.In accordance with the principle of observable,multi-dimensional,learner performance and learning analysis,a design model of delayed feedback in precision instruction is proposed,which includes the preparation stage,the design and implementation stage,and the evaluation stage.Preparation phase includes subject analysis,goal setting and environmental presets.In design and implementation stage,three kinds of delayed feedback activities(peer feedback,case demonstration and group reflection)are designed based on the type of delayed feedback.Evaluation stage is to measure attributes of delayed feedback activities.According to this model,the experimentalteaching research is carried out in a middle school mathematics class.At the end of the experiment,we verify the results by analyzing the learner's learning data,questionnaire and interview.The results show that delayed feedback has positive effects on learners' metacognitive ability,reflective ability and autonomous learning ability.Learners have high satisfaction with delayed feedback activities in precision instruction and are willing to accept this feedback method,this also enhances the student's classroom participation and actives class atmosphere.Teacher also holds a positive attitude towards the delayed feedback activity.Finally,we summarize and reflect on the existing problems in the research and put forward the direction to improve the follow-up research.