OECD创新教学法“5C”框架对成教教师教学的启示——以中国古代文学课程为例  

Enlightenment of OECD Innovative Teaching Method on Adult Teachers’ Teaching:Take the course of ancient Chinese literature as an example

作　　者：蒋远婷 Jiang Yuanting(Distance Education College,Shaanxi Normal University,Xi'an,Shaanxi,710062 China)

机构地区：[1]陕西师范大学远程教育学院

出　　处：《高等继续教育学报》2019年第6期18-21,46,共5页Journal of Continuing Higher Education

摘　　要：在成人教育中,教师对教学方法的选择和运用直接影响成人学习者的学习效果。OECD于2018年发布的《教师作为学习环境的设计师:创新教学法的重要性》报告提出的“5C”框架,涉及组合、鉴别、背景、变革和内容五大要素。鉴于当前我国成人教育存在教学方法单一、忽视情境的创设、缺少“学会学习”素养的培养、教师之间缺乏交流和合作等问题,教师可依据“5C”框架的核心要素,积极变革教学方式,实施创新教学法,使成人学习者获得良好的学习效果。Adult teachers are an important force in the development of adult education.The choice and application of their teaching methods have a significant impact on the learning effect of adult learners.The report"Teachers as Designers of Learning Environment:Importance of Innovative Teaching Approach"published by OECD in 2018 described the"5C"framework,which involves five elements:combination,identification,background,change and content.At present,there are some problems in the application of teaching methods in adult education,such as single teaching methods,lack of situational settings,neglect of"learn to learn"literacy cultivation,neglect of communication and cooperation between teachers.Teachers can actively change teaching methods and implement innovative teaching methods according to the elements of"5C"framework,so that adult learners can obtain good learning results.

关 键 词：“5C”框架 创新教学法 成教教师 

分 类 号：G729[文化科学—成人教育学]