提高就业能力的实用技能翻转课堂:以商务汉语为例

Jinghui Wang, Dongshuo Wang, M. Xing
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引用次数: 5

摘要

本研究报告了在英国的商务汉语(BC)课程中使用的翻转课堂教学方法。研究方法是36小时的课堂观察,两次焦点小组访谈(n = 6,每次50分钟),并根据全国学生调查(NSS)的学生反馈进行三角测量。课堂观察发现,演示-实践-生产(P-P-P)模式在整个学习过程中发挥了良好的作用:新学习材料的演示以PowerPoint的形式在官方电子学习平台上数字化,供学生课前预习。课堂时间用于理解、分析、评价、应用和创造。学生分析了积极因素和消极因素,并将积极因素运用到实践中。课后,学生们考虑了同学们的建设性反馈,创建了自己的公司。访谈结果表明,虽然学生们觉得工作量更大,但他们对翻转式教学模式表示欢迎,因为教学方式不再是单向的信息流动,而是多种媒体:音频、视频、网站、链接等,通过建立和经营自己的公司,学生不再是被动的学习者,而是充分利用现有资源,成为积极的行动者,为自己的公司负责。学生们的反馈显示了学生们积极的学习态度,翻转课堂通过在课内外练习商业技能丰富了他们的学习经验,经营自己的公司激励他们在学习过程中付出更多的努力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Flipped Classroom for Practical Skills to Enhance Employability: A Case Study of Business Chinese
This study reported on a flipped classroom approach used in a Business Chinese (BC) course in the UK. The research methods were 36 hours of classroom observation, two focused-group interviews (n = 6, 50 minutes each), triangulated with students' feedback from National Student Survey (NSS). The class observation revealed that the Presentation-Practice-Production (P-P-P) model functioned well throughout the learning process: the presentation of new learning materials was digitalized in the form of PowerPoint in an official e-learning platform for students to preview before class. In-class hours were used for understanding, analyzing, evaluating, applying, and creating. Students analysed the positive and negative elements and applied the positive factors in practice. After class, students took their peers' constructive feedback into consideration and created their own companies. The interview results illustrated that although students felt it was more work, they welcomed the flipped structure in that the mode of instruction was no longer a one-way flow of information, but in a variety of media: audio, video, websites, links, etc., and by setting up and running their own companies, students were no longer passive learners, instead they made full use of the available resources to become active agencies, responsible for their own companies. Students' feedback from NSS showed students' positive learning attitudes, as flipped classroom enriched their learning experience by practising business skills both in and out-of-class, and running their own companies inspired them to devote more effort to the learning process.
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