为基于问题的学习改造特定学术目的英语课程:课程开发人员的思考

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kevin Wai-Ho Yung , Natalie Fong
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引用次数: 0

摘要

在当前全球高等教育课程改革的趋势下,许多院校都主动开发了特定学术用途英语(ESAP)课程,以满足学生在学科学习和未来专业实践方面的不同需求。本文阐述了香港一所国际大学在ESAP课程中为促进本科生学科学习而进行的教学创新。根据从学生和学科教师那里收集到的数据,我们作为课程开发者,反思了在实施经改革的ESAP课程过程中的机遇和挑战。我们的反思揭示了在 ESAP 课堂中推广翻转学习和同伴反馈实践以及 ESAP 课程开发人员与学科教师之间跨学科合作的重要性。本文不仅对ESAP教师有意义,而且对有意在高等教育中通过英语教学推广有效学科研究最佳实践的学科教师也有意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Revamping an English for specific academic purposes course for problem-based learning: Reflections from course developers

Under the current trend of curriculum reform in higher education worldwide, many institutions have taken the initiative to develop English for Specific Academic Purposes (ESAP) courses to cater for students' diverse needs for disciplinary learning and future professional practices. This paper illustrates the pedagogical innovations in an ESAP course to facilitate undergraduates’ disciplinary learning at an international university in Hong Kong. Based on the data collected from students and discipline teachers, we, as the course developers, reflected upon the opportunities and challenges in implementing the revamped ESAP course. Our reflections reveal the importance of promoting flipped learning and peer feedback practices in the ESAP classroom and interdisciplinary collaboration between ESAP course developers and discipline teachers. This paper will be of interest not only to ESAP teachers but also to discipline teachers who intend to promote best practices for effective disciplinary studies through English teaching and learning in higher education.

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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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