The pedagogy of stylistics: Enhancing practice by flipping the classroom, using whiteboards and action research
The pedagogy of stylistics: Enhancing practice by flipping the classroom, using whiteboards and action research
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文体教学法：通过翻转课堂、使用白板和行动研究来加强实践
DOI：
10.1177/0963947020968665
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发表时间：
2020
影响因子：
0.7
通讯作者：
Marina Lambrou
中科院分区：
文献类型：
--
作者：
Marina Lambrou
本文描述了在我试图提高学生出勤率和参与度的过程中，大二本科生文体学研讨会的教学是如何转变的，以及为实现这一结果所采取的策略。个人账户描述了我如何改变我的教学方法，通过合作策略促进学习，以及我如何评估这对学生使用行动研究学习的影响(布拉德伯里，2015年（编辑）SAGE行动研究手册。伦敦：SAGE)作为调查方法。运用计划-行动-观察-反应过程模型（Kemmis and McTaggart, 1988）《行动研究计划》第3版。Geelong: Deakin University Press)，并通过给学生的简短问卷调查的数据，我能够更深入地了解学生认为这些活动的价值。在翻转课堂中，学生提前准备材料，这对参与研讨会至关重要，并允许课堂时间优化，以进行讨论和反馈。作为合作活动的一部分，本文还展示了白板上的风格分析照片，并总结了学生对问卷的反应，该问卷评估了这种教学方法对他们的学习、信心和评估准备的影响。
This article describes how teaching in a second-year undergraduate stylistics workshop was transformed in my attempt to increase student attendance and engagement, and the strategies that were put in place to achieve this outcome. The personal account describes how I changed my teaching pedagogy to facilitate learning through collaborative strategies and how I evaluated the impact this had on student learning using action research (Bradbury, 2015 (ed) The SAGE Handbook of Action Research. London: SAGE) as the investigative approach. Using the model of Plan-Act-Observe-Reflect process (Kemmis and McTaggart, 1988 The Action Research Planner. 3rd edn. Geelong: Deakin University Press) and with data from a short questionnaire given to students, I was able to gain a deeper understanding of the value of the activities as perceived by students. The flipped classroom, where materials were given to students in advance to prepare, became critical for participation in the workshop and allowed for classroom time to be optimised for discussion and feedback. This article also presents photographs of the stylistic analysis produced on whiteboards as part of the collaborative activities with a summary of responses by students to the questionnaire which evaluated the impact that this approach to teaching had on their learning, confidence and preparation for the assessment.
风格和读者反应
DOI：
--
发表时间：
2021
期刊：
--
影响因子：
--
作者：
B Thomas
通讯作者：
B Thomas