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教师辅助学生学习、构建学习支架,为学生提供必要的学习帮助,鼓励学生由实际发展区向潜在发展区深度发展,使学生最终获得独立解决各类学习任务的自主学习能力。在以学生自主学习为主要学习模式的远程语言教学系统中,教师支架的构建有着极其重要的指导意义。目前设计参与远程语言教学的教师们正处于困境之中:容易忽视学生的个性差异;容易形成互动不足的倾向;容易使学生产生社会剥离感和孤独感;容易形成对师生的信息技术素养要求和师生实际技能之间的断层以及容易对远程学习者自我管理的监管评价失控。根据以上五种困境,五种类型的教师支架被逐一列出。每种支架的具体所指和特有优势均有详细解析,期望为参与设计远程语言教学的教师们提供一定的参考。
Teachers assist students to learn, build learning brackets, provide necessary learning help for students, and encourage students to develop in depth from potential development zones in real development zones so as to enable students to gain independent learning ability to independently solve various learning tasks. In the distance learning language teaching system which takes the students as the main learning mode, the construction of the teacher’s support has an extremely important guiding significance. At present, teachers who are designing to participate in distance language teaching are in a predicament: it is easy to neglect the individual differences of students; tend to form a tendency of lack of interaction; easily lead to students’ social disengagement and loneliness; And the actual skills of teachers and students as well as easy to monitor self-regulation of distance learners out of control. Based on the above five predicaments, five types of teacher brackets are listed one by one. The specific meaning and unique advantages of each stent are analyzed in detail, and it is expected to provide reference for teachers participating in the design of distance language teaching.