{"title":"在语文教育中释放大思想的潜能:什么和如何做?","authors":"Rui Yuan, Tiefu Zhang, Qiang Wang","doi":"10.1002/tesq.3314","DOIUrl":null,"url":null,"abstract":"While the concept of big ideas has been widely promoted in different subject areas such as history and STEM, its pedagogical power has received little attention in second language education. In view of this gap, this paper seeks to conceptualize and practicalize this notion by addressing two fundamental questions regarding the “what” and “how” of big ideas in English‐as‐a‐foreign‐language (EFL) classrooms. Specifically, the paper proposes a tentative, heuristic framework that views big ideas as a composite of three distinct yet interrelated dimensions regarding knowledge, domain, and learning. In light of the framework, the paper argues for the need to adopt big ideas as curriculum organizers in language teaching while employing an infusion, inductive approach to helping students analyze, comprehend, and apply big ideas in the process of language learning.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Unleashing the Potential of Big Ideas in Language Education: What and How?\",\"authors\":\"Rui Yuan, Tiefu Zhang, Qiang Wang\",\"doi\":\"10.1002/tesq.3314\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"While the concept of big ideas has been widely promoted in different subject areas such as history and STEM, its pedagogical power has received little attention in second language education. In view of this gap, this paper seeks to conceptualize and practicalize this notion by addressing two fundamental questions regarding the “what” and “how” of big ideas in English‐as‐a‐foreign‐language (EFL) classrooms. Specifically, the paper proposes a tentative, heuristic framework that views big ideas as a composite of three distinct yet interrelated dimensions regarding knowledge, domain, and learning. In light of the framework, the paper argues for the need to adopt big ideas as curriculum organizers in language teaching while employing an infusion, inductive approach to helping students analyze, comprehend, and apply big ideas in the process of language learning.\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-02-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3314\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3314","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Unleashing the Potential of Big Ideas in Language Education: What and How?
While the concept of big ideas has been widely promoted in different subject areas such as history and STEM, its pedagogical power has received little attention in second language education. In view of this gap, this paper seeks to conceptualize and practicalize this notion by addressing two fundamental questions regarding the “what” and “how” of big ideas in English‐as‐a‐foreign‐language (EFL) classrooms. Specifically, the paper proposes a tentative, heuristic framework that views big ideas as a composite of three distinct yet interrelated dimensions regarding knowledge, domain, and learning. In light of the framework, the paper argues for the need to adopt big ideas as curriculum organizers in language teaching while employing an infusion, inductive approach to helping students analyze, comprehend, and apply big ideas in the process of language learning.
期刊介绍:
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.