动物模型中的冠状病毒教学法

M. Breen
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引用次数: 0

摘要

2020年3月,2019冠状病毒病大流行清空了美国各地的大学、学院和学校,迫使教师进入一种不可避免的文化,在这种文化中,网络化的商业技术介导了教学。在批判教学法的传统中,本文认为学生和教师都是通过Zoom的人工透镜和屏幕来参与的。Zoomscape的“针孔亲密”是用巴西教育家Paulo Freire提出的概念“自训化”来评估的,他将大多数教学法描述为一种压迫性的工具,可以通过学生和教师之间的直接接触来克服。在这样一个以光学为中心的背景下,Zoomosphere的亲密关系被用来探索如何将尽责化提出的解放应用于一所拥有多样化学生群体的大学的教育学文化,包括教学干预,以解决与教学一级运动员相关的挑战。波士顿学院大型传播系的背景为探索冠状病毒教学法提供了经验基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Coronavirus Pedagogy in the Zoomoscape
The COVID-19 pandemic emptied universities, colleges, and schools across the United States in March 2020, forcing instructors into an unavoidable culture in which a networked commercial technology mediated teaching and learning. In the tradition of critical pedagogy, this article argues that students and instructors alike engaged through the artificial lenses and screens of Zoom. The “pinhole intimacy” of the Zoomscape is assessed using conscientization, the concept offered by the Brazilian educator Paulo Freire, to describe most pedagogy as an oppressive apparatus that can be overcome with direct engagement between students and instructors. In such an opticentric context, the Zoomosphere’s intimacy is used to explore how the emancipation proposed by conscientization might be applied to the culture of pedagogy in a college with a diverse student population, including pedagogical interventions to address the challenges associated with teaching Division I athletes. The context of a large communication department at Boston College provides the empirical foundation for the exploration of coronavirus pedagogy.
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来源期刊
Amyotrophic Lateral Sclerosis
Amyotrophic Lateral Sclerosis 医学-临床神经学
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