作业评语可以归纳为“激励型”评语和“指导型”评语两个类别。“激励型”评语在新课改中很受一线教师和部分研究者所称道，但仍有部分老师坚持认为指导性评语对帮助学生掌握知识，打牢基础更有帮助。本研究通过对比实验，对不同类型评语在小学生课堂体验和学习成绩中所发挥的不同作用进行了研究。研究以自我效能感理论为基础。自我效能感理论对原因、行为和结果之间的关系进行了解释，是原因和行为之间的一个中介因素，影响人们对任务的选择以及努力的时间和程度。自我效能感受到亲身获得的成就、替代性经验、言语说服、情绪状态等四方面因素的影响。研究分为两个阶段，第一阶段对样本学校五年级的所有学生家长进行摸底访问，将确保一年内家长继续留京工作，本人也不转学的学生确定为被试，先对所有被试进行统一的预备性教学，使学生对实验教学的风格进行适应。预备阶段的目的是控制干扰变量，减小实验误差。第二阶段：将全体学生划分为两个实验班级和一个对照班级。在批改实验班的学生的家庭作业时为他们书写不同类型的评语，而对对照班的学生的作业则不书写评语。通过问卷获取课堂体验和学习成绩的前测后测数据进行比较分析。研究结果表明：激励性评语可以让学生在愉悦性方面比指导性评语或者不书写评语获得更好的体验，但对提高学生的自主性和认真程度没有帮助；指导性评语无助于提高学生的课堂愉悦性体验；但能使学生在课堂学习的自主性和认真程度方面高于其他学生，两种类型的评语对于提高学生学习英语的重要性认识所起的作用没有太大差别，对于学生课堂体验感受总体所产生的影响也没有太大差别。促进学生学习成绩提高的直接原因是学生学习的认真程度，学习的自主性可以通过认真程度间接促进学习成绩的提高，课堂的愉悦性、对学习价值性和重要性的认识不能促进学习成绩的提高。指导性评语有助于从“个体成就经验”和“情绪状态”两个方面提高学生的自我效能感，从而促使学生学习的自主性和认真程度，进一步提高其学习成绩；激励性评语可以使学生获得更高的课堂愉悦性体验，但无助于提高学生的自我效能感，因而对学生的学习没有帮助。

Assignment feedback can be of two sorts: encouragement-oriented feedback and direction-oriented feedback. The former has enjoyed high praise from most of the teachers and some researchers during the implementation of the National English Curriculum. However, there are still some teachers insisting that the latter is more helpful for students to master knowledge and form a solid basis. The present study compared the different effects of different kinds of feedback on classroom feelings and achievement of primary school students through experiment. The study is based on the theory of self-efficacy, which accounts for the relations among causes, behavior and results that it is a factor mediating between causes and results and influences people’s choices of tasks, the time spent and the extent to which they make efforts. Self-efficacy is affected by four factors; firsthand accomplishment, vicarious experience, verbal persuasion and emotional state. The study is composed of two stages. In the first stage, the researcher visited all the parents of the Grade 5 students of the sample school to ensure that those whose children were chosen as subjects would stay in Beijing within the following one year, and would not transfer their children to other schools. The subjects then received the preparatory teaching so that they could adjust to the style of experimental teaching. In this stage it was aimed to control interfering variables and make sure of the accuracy of the experiment. In the second stage, all subjects were randomly assigned into two experimental groups and a control group and treated respectively with direction-oriented feedback, encourage-oriented feedback and none feedback. Questionnaires were utilized to collect the pretest and posttest data of classroom feelings and achievement and the data were comparatively analyzed with the aid of SPSS 15.0.The results showed that encouragement-oriented feedback could significantly enhance the students’ pleasure, but could not help in improving their self-management and conscientiousness. Direction-oriented feedback could not improve students’ pleasure in classroom, while it could help them significantly improve in self-management and conscientiousness. Two sorts of feedback did not cause significant variance in improving students’ realization of importance as well as in their general classroom feelings.The results also manifested that it was conscientiousness that improved students’ achievement, and self-management caused an indirect effect via conscientiousness. Classroom pleasure, instrument and realization of importance could not improve their achievement. Direction-oriented feedback could help enhance students’ self-efficacy from the experience of firsthand accomplishment and emotional state, which stimulated students’ self-management and conscientiousness and resultantly their achievement could be improved. Encouragement-oriented feedback could help students improve significantly in classroom pleasure, but could not enhance their self-efficacy. Hence, encouragement-oriented feedback could not assist in students’ study.