学习者自主性视域下混合式教学实践研究--以能源英语课程为例  

作　　者：杨晓华[1] 

机构地区：[1]中国矿业大学(北京)外语系,北京100083

出　　处：《高教学刊》2022年第34期113-116,共4页Journal of Higher Education

基　　金：教育部社科项目“新时代背景下的生态话语分析研究——以中外媒体‘一带一路’报道为例”阶段性成果(20YJC740068);中国矿业大学(北京)2021年本科教育教学改革与研究项目“《能源英语3》教学模式创新与实践”阶段性成果(J210803)。

摘　　要：学习者自主性既是混合式教学模式的目标,也是保证该模式教学效果的必要条件,教师应该为学生在混合模式中建立和运用自主性搭支架,使学生的认知发展受到物质工具和心理工具的中介作用。该研究以能源英语课程为例,通过教学过程和过程性评价两方面说明混合式教学中发展学习者自主性的方法。在教学过程中,教师在线上课前阶段使学生熟悉校园网络平台,掌握必要的线上学习策略,引导学生参与线上资源建设。同时,鼓励学生在线上课前、线下课堂与线下课后阶段形成学习共同体,充分进行师生、生生交流。在过程性评价中,学生作为评价主体同样通过学习共同体开展自评和互评。由此,学习者自主性保证认知在网络平台这一物质工具和师生、生生交流的心理工具中介下得到发展。Learner autonomy is the goal of the blended learning mode and the requirement for the desired learning effect.Teachers should provide scaffold for students'establishing and applying learner autonomy,enabling their cognitive development to be mediated by physical and psychological tools in this mode.This research takes the course of"Energy English"as an example to illustrate the approach to developing learner autonomy in the blended learning mode from the perspectives of teaching process and formative assessment.During the teaching process,the teacher ensures students'familiarity with the platform of campus network in the online pre-class stage and the grasp of necessary strategies for online learning,and guides them to participate in online material construction.Students are encouraged to form a learning community in online pre-class,offline in-class,and offline post-class stages for sufficient teacher-student and student-student communication.Informative assessment,students conduct self-and peer evaluation as the evaluating subject.Thus,learner autonomy enables cognitive development to be the mediated by network platform as the physical tool,and teacher-student and student-student communication as the psychological tool.

关 键 词：混合式教学 学习者自主性 支架 中介 实践研究 

分 类 号：G642[文化科学—高等教育学]