迈克尔,观察力一如既往!我当然认为这是一个问题。我希望用新的/不同的术语重新定义教学。只要有教室,就会有教学法,即使它将教师描述为促进者而不是指导者。(对一些教师来说,这可能是讲座,对另一些教师来说,这个角色可能只是单纯的引导。)在我们的案例中,大部分的教学方法都是在教学设计的层面上,我们将我们所知道的关于学习的知识与媒体的参数相匹配。它也在社会环境中发挥作用,人们相互学习,实践社区是相关的。教师可以促进小组讨论,但不能直接参与。如果学习者在没有老师干预的情况下学习新概念,用目标语言练习,并且真的学到了东西,这其中是否存在教学方法呢?我认为是有的。On ChinesePod or SpanishPod, the role of the teacher (or is practitioner’ a better word?) is to design the learnign object, deliver it in a way that is engaging, build context around it (this to me, is as much about context managment as content management)and keep the discussion productive after that. I would say that this is pedagogy and this is where I want to probe. Perhaps the term instruction’ was a bit misleading, though!Ken Carroll
评论:
Gulya:
迈克尔,观察力一如既往!我当然认为这是一个问题。我希望用新的/不同的术语重新定义教学。只要有教室,就会有教学法,即使它将教师描述为促进者而不是指导者。(对一些教师来说,这可能是讲座,对另一些教师来说,这个角色可能只是单纯的引导。)在我们的案例中,大部分的教学方法都是在教学设计的层面上,我们将我们所知道的关于学习的知识与媒体的参数相匹配。它也在社会环境中发挥作用,人们相互学习,实践社区是相关的。教师可以促进小组讨论,但不能直接参与。如果学习者在没有老师干预的情况下学习新概念,用目标语言练习,并且真的学到了东西,这其中是否存在教学方法呢?我认为是有的。On ChinesePod or SpanishPod, the role of the teacher (or is practitioner’ a better word?) is to design the learnign object, deliver it in a way that is engaging, build context around it (this to me, is as much about context managment as content management)and keep the discussion productive after that. I would say that this is pedagogy and this is where I want to probe. Perhaps the term instruction’ was a bit misleading, though!Ken Carroll