[1]李 青.以技术赋能教学创新:从嘻哈教育到循证教学——英国开放大学《创新教学报告》(2021版)解读[J].远程教育杂志,2021,(02):011-20.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.002]
 Li Qing.Technology-enabled Pedagogical Innovations: From “Hip-hop based Education” to “Evidence-based Teaching”:Interpretation of the Innovating Pedagogy Report 2021 by the Open University of United Kingdom[J].Distance Education Journal,2021,(02):011-20.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.002]
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以技术赋能教学创新:从嘻哈教育到循证教学——英国开放大学《创新教学报告》(2021版)解读()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年02期
页码:
011-20
栏目:
本期特稿
出版日期:
2021-03-20

文章信息/Info

Title:
Technology-enabled Pedagogical Innovations: From “Hip-hop based Education” to “Evidence-based Teaching”:Interpretation of the Innovating Pedagogy Report 2021 by the Open University of United Kingdom
作者:
李 青
北京邮电大学 网络教育学院,北京 100876
Author(s):
Li Qing
School of Networked Education, Beijing University of Posts and Telecommunications, Beijing 100876
关键词:
创新教学法 信息化教学智能教育外语学习感恩教育社会公平
Keywords:
Innovative Pedagogy E-education Intelligent Education Foreign Language Learning Gratitude Education Social Equity
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.02.002
文献标志码:
A
摘要:
《创新教学报告》是由英国开放大学主导并每年发布一期的学术报告系列,旨在分析和讨论技术支持下教育领域出现的、可能会带来巨大影响的创新教学法。2021年的《创新教学报告》以全球新冠疫情对教育的影响为背景,聚焦建立和强化人际联系以及强调积极的态度两个方面,介绍了十个创新教学法及其对应的教学实践案例:“最佳的学习时刻”捕捉学生高注意力和高参与度的心理状态,促成愉快而有效的学习。“强化后的富现实”通过技术支持的增强和虚拟现实来丰富学习体验。“感恩教育”建议对教和学的态度进行反思以提升幸福感,改善师生关系。“使用聊天机器人学习”具有一定的智能,可部分代替教师提供指导。“公平教育”强调教育的包容性,吸纳边缘学生参与。“基于嘻哈的教育”将嘻哈文化应用到教育中,并提升学生批判能力。“师生共创的教和学”关注通过师生合作,创建课程内容改善教学。“远程协作语言学习”使用在线交流工具支持外语学习者之间的互动。“循证教学”将循证的价值观、思路和方法引入教育,有助于我们从更客观、科学的角度来实践教和学。“基于语料库的教学”以语料库为数据来源,辅助开展语言类学习。通过对2021年报告的解读以及对内容分析和讨论,进一步显示了信息技术为应对疫情下教育“新常态”提供了基础条件,技术+教育可用于缓解疫情带来的创伤和人际紧张。
Abstract:
Innovating Pedagogy Reports is an academic report serials produced by the Open University of United Kingdom, published annually to analyze and discuss innovation with potential impacts in pedagogies. In the context of the Covid-19 epidemic, The 2021 Report explores ten innovative pedagogies with examples of teaching practice, focusing on both strengthening interpersonal connections and emphasizing positive attitudes. "Best learning moment" captures the mental state of students with high attention and high participation, and promotes pleasant and effective learning. "Enriched realities" enriches the learning experience through technology-supported augmented and virtual reality. "Gratitude as a pedagogy" suggests to reflect on teaching and learning attitudes to enhance happiness and improve teacher-student relations. "Using chatbots in learning" has a certain degree of intelligence and can assist teachers to provide guidance."Equity-oriented pedagogy" emphasizes the inclusive in education, attracts students to participate. "Hip-hop based education" applies hip-hop culture in education and enhances students’ critical skills. "Student co-created teaching and learning" focuses on improving teaching and learning through collaborative work in course content development by faculty and students. "Telecollaboration for language learning" supports the interaction between foreign language learners by online communication tools, and "Evidence-based teaching" introduces evidence-based values, ideas and methods into education, which helps us to practice teaching and learning activities from a more objective and scientific perspective. The "corpus teaching method" uses corpus as the data source to carry out language learning. The interpretation of the 2021 report, as well as the analysis and discussion on its contents, further demonstrates that information technology provides the basis for a "new normal" in education in response to the epidemic, and technology + education can be used to mitigate the trauma and interpersonal tensions caused by the epidemic.

相似文献/References:

[1]李 青,张 鑫.十大创新教学法助力当今学习者发展——英国开放大学2017版《创新教学报告》解读[J].远程教育杂志,2018,(03):045.[doi:10.15881/j.cnki.cn33-1304/g4.2018.03.005]
 Li Qing,Zhang Xin.Ten Innovative Pedagogies will Help Today’s e-Learners Develop:Interpretation of OU’s Innovating Pedagogy Report 2017 Edition[J].Distance Education Journal,2018,(02):045.[doi:10.15881/j.cnki.cn33-1304/g4.2018.03.005]
[2]李 青,闫 宇.新技术视域下的教学创新:从趣悦学习到机器人陪伴学习——英国开放大学《创新教学报告》(2019版)解读[J].远程教育杂志,2019,(02):015.[doi:10.15881/j.cnki.cn33-1304/g4.2019.02.003]
 Li Qing,Yan Yu.Innovating Pedagogies with Technology: From Playful Learning to Learning with Robots: Introductions to Innovating Pedagogy Report 2019[J].Distance Education Journal,2019,(02):015.[doi:10.15881/j.cnki.cn33-1304/g4.2019.02.003]
[3]李 青,郜 晖,李 晟.以技术引领跨界创新和社会发展——英国开放大学《创新教学报告》(2020版)解析[J].远程教育杂志,2020,(02):017.[doi:10.15881/j.cnki.cn33-1304/g4.2020.02.002]
 Li Qing,Gao Hui,Li Sheng.Focuse on Crossover Technology in Education and Social Development:Introduction to Innovating Pedagogy Report 2020[J].Distance Education Journal,2020,(02):017.[doi:10.15881/j.cnki.cn33-1304/g4.2020.02.002]

备注/Memo

备注/Memo:
基金项目:本文系北京邮电大学教育教学改革项目“‘高新’课程质量评估指标体系研究(2020JY17)”(项目编号:2020JY17)的研究成果。
更新日期/Last Update: 1900-01-01