摘要
该研究基于“英语学术论文写作”SPOC混合式课程,构建了线上线下深度融合的教学模式。通过定量和定性相结合的研究方法,探究了学生在学术写作知识观和体裁意识方面的转变,以此考察深度融合的混合式教学如何推进深度学习。结果表明,通过参与一系列线上、线下学习活动,学生逐渐转向社会建构知识观,也意识到体裁是在写作实践中进行社会建构。最后提出推进外语类混合式课程教学结构变革的若干建议,以期为现代信息技术和外语教学的深度融合提供新思路。
This paper reports the design of a blended learning model in teaching academic English writing. Based on quantitative and qualitative data, this study investigated the changes in the students’ epistemological beliefs in academic writing and in their genre awareness, and examined how a SPOC blended learning environment fostered deep learning. The findings showed that through intensive engagement with a series of online and offline activities, the students’ epistemological beliefs gradually shifted to a social constructivist orientation, and they also came to the realization that genre is constructed through social practices. The paper ends with several suggestions for using blended course to promote foreign language teaching.
作者
郑咏滟
ZHENG Yong-yan(College of Foreign Languages and Literature,Fudan University,Shanghai 200433,China)
出处
《外语电化教学》
CSSCI
北大核心
2019年第5期50-55,共6页
Technology Enhanced Foreign Language Education
基金
2017年上海市教育科研项目“SPOC环境下在线课程学习效果多视角评估”(项目编号:C17019)
2019年上海市教委本科重点课程建设项目“论文写作”的阶段性成果
关键词
SP0C混合式课程
英语学术写作
知识观
体裁意识
SPOC Blended Course
English Academic Writing
Epistemological Beliefs
Genre Awareness
