当代文学课程教学设计实施的泰国与美国视角

IF 0.3 Q3 AREA STUDIES
Patcharin Kangkha, T. Gómez, Jittima Choopun, Suchada Boonto
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引用次数: 0

摘要

当代文学课程是在历史、政策、课程、实践等不同背景和视角下广泛设计的。然而,近年来教育技术受到了影响(例如,特别是电子学习,当代文学教学和学习维度)。本研究旨在探讨泰美两国在当代文学课程中实施教学设计的观点,包括教学内容和教学风格,以及教学和学习技巧的潜在改进。与会者是来自泰国和美国两个研究所的两名教师,他们有几十年的文学教学经验。采用半结构化访谈来收集有关参与者观点的信息。每次采访持续约30分钟。所有的采访都被录音,然后转录以供分析。使用主题编码方法对数据进行分析,以找到与研究问题相关的重要陈述。关于内容和教学风格的调查结果表明,美国参与者认为她把重点放在了教育学生关于与土著作者的生活方式和终身学习有关的体育活动价值的技术方面,以促进学习者的梦想和享受(即具有全球技能的自我意识)。泰国与会者强调鼓励学习者培养良好的态度,成为批判性读者(即21世纪技能)。然而,两国参与者提供的实施标准强调了同伴教学、合作学习、直接指导、示范和反馈、个人责任。当代文学课程的首要学习目标是将关键信息发起并封装到具有变革能力的框架中;检讨年轻学习者所需的知识、技能、态度和价值观的性质;最后提出了可能的课程设计原则。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Thai and American Perspectives Towards the Implementation of Instructional Design on the Contemporary Literature Course
Contemporary literature course has been extensively designed in various contexts and from various perspectives, including histories, policies, curricula, and practices. However, educational technology has been affected in recent years (e.g., e-learning particularly, contemporary literature teaching and learning dimension). The study aimed to investigate Thai and American perspectives on implementing the instructional design in the Contemporary Literature course regarding content and teaching styles, and potential improvements in teaching and learning skills. The participants were two teachers from two institutes in Thailand and the United States of America who had experience in teaching literature for decades. A semi-structured interview was utilized to gather information about the participants’ views. Each interview lasted approximately 30 minutes. All interviews were audio recorded and later transcribed for analysis. Data were analyzed using a thematic coding method to find significant statements related to the research questions. The findings regarding content and teaching styles indicated that the American participant thought she put the focus on the technological aspect of educating students about the values of physical activity with connection to the indigenous authors’ lifestyles and lifelong learning to promote the learners’ dreams and enjoyment (i.e. self-awareness with global skills). The Thai participant emphasized encouraging the learners to develop good attitudes to become critical readers (i.e., 21st_ century skills). However, peer teaching, cooperative learning, direct instruction, demonstration, and feedback, personal responsibility were highlighted as implemented standards provided by the participants from both countries. Overarching learning goals of contemporary literature course are to initiate and encapsulate the key messages into the framework with transformative competencies; reviews the nature of the knowledge, skills, attitudes and values that young learners will need; and ends with possible curriculum design principles.
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来源期刊
CiteScore
1.20
自引率
11.10%
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