Creativity and Language Usage in Interactive and Integrated Projects  

作　　者：Tanja Psonder 

机构地区：[1]FH JOANNEUM University of Applied Sciences, Graz, Austria

出　　处：《US-China Education Review(A)》2013年第10期769-776,共8页美中教育评论（A）

摘　　要：This paper aims at outlining the dual-focused approach used to train architecture students to work independently on re-development and re-usage concepts in an Erasmus IP （intensive programme） workshop, where English was used as the working language. The creative tasks were combined with communication skills （social and technical English, negotiation skills）, which were to enable the students to present their outcome publicly in the final presentation. The underlying concept is that students work in small international groups and develop their own method to address the given problem in the form of a real project. Through the project-based approach, students search for information that accompanies their project ideas, which helps them find a viable solution. The creative work process is completed by a thorough evaluation and intensive reflection phase in order to strengthen the students＇ learning experience. Additionally, the interdisciplinary approach, as well as the multinational aspect that originate from different cultural and educational backgrounds of the students, shall contribute to the interactive work process. This process of interaction is based on the idea of experiential learning that sees knowledge as the transformation of experience.

关 键 词：interdisciplinary intensive workshop second language experiential learning project-based learning evaluation reflective learning process 

分 类 号：TP391.9[自动化与计算机技术—计算机应用技术] TP39[自动化与计算机技术—计算机科学与技术]