摘要
为减少学生在混合式学习环境下的学习焦虑,提升其混合式学习适应性,教师在教学活动设计中应采取适当的混合式学习适应性提升策略,包括课前线上自主学习阶段的课前学习、以学定教;课中线下合作学习阶段的创设情境、精准锚定,确定问题、任务分解,语料输入、搭建支架,协作学习、促成产出,成果评价、质量诊断等教学活动,以及课后线上强化学习阶段的课后拓展、持续改进。整体提升策略关注学习本质,创设活动体验,助力学生自主学习能力提升。
In order to reduce the learning anxiety in blended learning environment and to improve the learners’blended learning adaptability,some appropriate improvement strategies should be applied in the design of teaching activities by teachers.These improvement strategies include the online autonomous learning before class which is designed to adjust the teaching strategies,offline cooperative learning during class which includes such teaching activities as the creation of leaning situation to make the teaching objective anchored,the problem identification to decompose the task,the input of learning material to provide scaffolding,the cooperative learning to output and the corresponding learning outcome assessment to diagnose,and finally the online extensive leaning after class to strengthen learning and therefore to give feedback to the whole teaching process.All these improvement strategies focus on the essence of learning,which are designed to enable learners to experience and improve their autonomous learning abilities.
作者
王卫利
WANG Weili(Guangdong Polytechnic of Science and Technology,Zhuhai 519090,China)
出处
《职业技术》
2022年第9期103-108,共6页
Vocational Technology
基金
广东省教育厅2020年高校科研项目青年创新人才(社科)课题“线上线下混合式教学对高职英语学习者外语学习焦虑及学习策略影响研究”(2020WQNCX142)
广州市哲学社科规划2020年度课题“大学英语异步教学模式研究”(2020GZYB82)
广东科学技术职业学院“金课”建设项目“《大学英语II》”(J61101002007)
关键词
教学活动
混合式学习适应性
自主学习能力
teaching activity
blended learning adaptability
autonomous learning ability
作者简介
王卫利(1987—),女。硕士,讲师。主要研究方向:外国语言学及应用语言学。
