摘要
以自编的《SPOC混合式教学模式实施效果问卷》和访谈提纲对实验班和对照班学生进行问卷调查和访谈,发现实验班在"运用英语解释教师教育专业理论、运用英语分析教师教育专业问题、运用英语资料获取教师教育前沿知识、运用英语开展教师教育学术课题研讨"四个维度的能力都优于对照班,SPOC混合式教学模式在培养师范生教师教育专业双语素养方面成效显著。要提高SPOC混合式教学的有效性,需要师生重构师生观、学生观和学习观,需要进一步优化SPOC混合式教学模式"混合度",需要加强线上学习的过程性评价。
Based on the self-compiled Questionnaire on the Effect of SPOC Bilingual Teaching Model and Interview Outline,this study conducted questionnaires and interviews with the students of the experimental class and the control class,and found that the students′ abilities of experimental class was superior to those of the control class in the dimensions of "using English to explain the theory of teacher education", "using English to analyze the problems of teacher education", "using English to acquire the latest literature of teacher education" and "using English to carry out academic research on teacher education". The SPOC mixed teaching mode has achieved remarkable results in cultivating preservice teachers′ bilingual literacy in Teacher Education. In order to promote SPOC mixed teaching mode,the following measures should be taken: to reconstruct the views of teachers and students,the concept of self-development of students and the concept of mutual assistance and cooperation in learning;to optimize the time of online and offline learning of SPOC hybrid teaching mode;to strengthen the process evaluation of online learning.
作者
朱洪翠
高洁
ZHU Hong-cui;GAO Jie(College of Education,Taizhou University,Taizhou,Jiangsu 225300,China;College of Foreign Languages,Nanjing University of Science and Technology,Nanjing,Jiangsu 210094,China)
出处
《教学研究》
2019年第6期86-91,共6页
Research in Teaching
基金
2017年度泰州学院教学改革研究课题(2017JGB10)
关键词
SPOC
教师教育
双语课程
有效性
SPOC
teacher education
bilingual curriculum
effectiveness
