总是翻吗?以同伴为中心的英语文学教学循环

IF 0.1 0 ARCHAEOLOGY
C. Gordon
{"title":"总是翻吗?以同伴为中心的英语文学教学循环","authors":"C. Gordon","doi":"10.30687/978-88-6969-529-2/012","DOIUrl":null,"url":null,"abstract":"In English departments, the default literary pedagogy of ‘read and discuss’ renders student performance particularly vulnerable to shortfalls in the area of deep reading. Where students rely on online content resources before reading literary texts, they effectively flip the class, decreasing rather than increasing active learning. This article presents a blended model for mitigating this trend by means of a reciprocal peer learning feedback loop. The Peer-Centred Cycle minimises direct instruction online or in class, and uses an online-to-classroom feedback loop to shift the majority of classroom activity to reciprocal peer learning, distinguishing it from both flipped classroom pedagogies, as well as from RPL as an occasional classroom strategy.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class\",\"authors\":\"C. Gordon\",\"doi\":\"10.30687/978-88-6969-529-2/012\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In English departments, the default literary pedagogy of ‘read and discuss’ renders student performance particularly vulnerable to shortfalls in the area of deep reading. Where students rely on online content resources before reading literary texts, they effectively flip the class, decreasing rather than increasing active learning. This article presents a blended model for mitigating this trend by means of a reciprocal peer learning feedback loop. The Peer-Centred Cycle minimises direct instruction online or in class, and uses an online-to-classroom feedback loop to shift the majority of classroom activity to reciprocal peer learning, distinguishing it from both flipped classroom pedagogies, as well as from RPL as an occasional classroom strategy.\",\"PeriodicalId\":40501,\"journal\":{\"name\":\"Cartagine-Studi e Ricerche\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2021-09-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cartagine-Studi e Ricerche\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.30687/978-88-6969-529-2/012\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"ARCHAEOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cartagine-Studi e Ricerche","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30687/978-88-6969-529-2/012","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"ARCHAEOLOGY","Score":null,"Total":0}
引用次数: 0

摘要

在英语系,默认的“阅读和讨论”的文学教学方法使学生的表现特别容易受到深度阅读方面的不足的影响。如果学生在阅读文学文本之前依赖于在线内容资源,他们就会有效地翻转课堂,减少而不是增加主动学习。本文提出了一个混合模型,通过对等的同伴学习反馈循环来缓解这一趋势。以同伴为中心的循环最大限度地减少了在线或课堂上的直接指导,并使用在线到课堂的反馈循环将大多数课堂活动转变为互惠的同伴学习,将其与翻转课堂教学法以及RPL作为偶尔的课堂策略区分开来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class
In English departments, the default literary pedagogy of ‘read and discuss’ renders student performance particularly vulnerable to shortfalls in the area of deep reading. Where students rely on online content resources before reading literary texts, they effectively flip the class, decreasing rather than increasing active learning. This article presents a blended model for mitigating this trend by means of a reciprocal peer learning feedback loop. The Peer-Centred Cycle minimises direct instruction online or in class, and uses an online-to-classroom feedback loop to shift the majority of classroom activity to reciprocal peer learning, distinguishing it from both flipped classroom pedagogies, as well as from RPL as an occasional classroom strategy.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
0.70
自引率
66.70%
发文量
8
审稿时长
5 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信