6D游戏化的高职英语教学设计问题探讨
|
摘要
针对目前高职院校学生基础薄弱、自我效能感不足、大学英语课堂内容传统、课堂教学效果反馈不及时的特点,从教学设计角度出发,充分利用游戏化"任务目标清晰且难度递增、反馈及时、趣味性强"的特点,就高职院校的大学英语课堂整体教学及其具体实施细节的系统化设计进行探讨,以期通过借鉴英雄之旅、动机分析等游戏化概念和理论对高职英语课程进行系统化设计改革,达到提高学生学习兴趣、学习参与度和教学效果的目标。
Students in vocational colleges are characterized with poor English proficiency and lacking of self-efficiency in language learning, and the College English course is considered traditional with untimely feedback on class teaching effects. The purpose of this paper is to discuss the feasibility of applying gamification, known for explicit tasks, increasing difficulty, prompt feedback and full of fun, in the College English course design, focusing on both the systematic and specific course design, for better learning effects in the classroom with more students interested and engaged in the language learning, thus better completion of the teaching and learning objectives.
Students in vocational colleges are characterized with poor English proficiency and lacking of self-efficiency in language learning, and the College English course is considered traditional with untimely feedback on class teaching effects. The purpose of this paper is to discuss the feasibility of applying gamification, known for explicit tasks, increasing difficulty, prompt feedback and full of fun, in the College English course design, focusing on both the systematic and specific course design, for better learning effects in the classroom with more students interested and engaged in the language learning, thus better completion of the teaching and learning objectives.
引文
[1] 盘玉兰.非英语专业高职生英语学习动机实证研究[J].长春师范大学学报,2012,31(2):159-164.
[2] 王黎.高职英语教学现状及改革对策[J].黑龙江教育学院学报,2006(2):149-150.
[3] 李亮.高职英语教材编写的专业化、国际化和职业化[J].中国职业技术教育,2017(23):69-81.
[4] DETERDING S,KHALED R,NACKE L E,et al.Gamification:toward a definition[C]//Gamification Workshop Proceedings.Vancouver:CHI,2011:1-4.
[5] KEVIN W,DAN H.For the win[M].Philadelphia:Wharton Digital Press,2012:85-102.
[6] 尚俊杰,蒋宇,庄绍勇.游戏的力量:教育游戏与研究性学习[M].北京:北京大学出版社,2012:76-81.
[7] MARTIN E,ANDRESS H.Successful implementation of user-centered game based learning in higher education:An example from civil engineering[J].Computers & Education,2007(49):873-890.
[8] 司治国.游戏化学习社区的开发与应用研究[D].北京:首都师范大学,2005:39-40.
[9] 尚俊杰,庄绍勇,李芳乐,等.游戏化学习行为特征之个案研究及其对教育游戏设计的启示[J].电化教育,2008(2):65-71.
[10] 周伯华,曲玮婷.国内教育游戏存在的问题及对策研究[J].电化教育,2011(7):92-94.
[11] 王飞凤.高职英语游戏化学习平台的设计与实践研究[J].湖北经济学院学报(人文社会科学版),2014,11(3):210-211.
[12] JOSEPH C.The hero with a thousand faces[M].New Jersey:Princeton University Press,2004:45-221.
[13] RYAN R M.The Oxford Handbook of Human Motivation[M].New York:Oxford University Press,2012:85-103.
[14] 拉塞尔·L·阿克夫,丹尼尔·格林伯格.翻转式学习——21世纪学习的革命[M].杨彩霞,译.北京:中国人民大学出版社,2017:230-240.
[15] 赵华芹,张秀芳.“对分课堂+同伴互评”教学模式在大学英语写作教学中的实证研究[J].成都师范学院学报,2018(9):30-35.
[2] 王黎.高职英语教学现状及改革对策[J].黑龙江教育学院学报,2006(2):149-150.
[3] 李亮.高职英语教材编写的专业化、国际化和职业化[J].中国职业技术教育,2017(23):69-81.
[4] DETERDING S,KHALED R,NACKE L E,et al.Gamification:toward a definition[C]//Gamification Workshop Proceedings.Vancouver:CHI,2011:1-4.
[5] KEVIN W,DAN H.For the win[M].Philadelphia:Wharton Digital Press,2012:85-102.
[6] 尚俊杰,蒋宇,庄绍勇.游戏的力量:教育游戏与研究性学习[M].北京:北京大学出版社,2012:76-81.
[7] MARTIN E,ANDRESS H.Successful implementation of user-centered game based learning in higher education:An example from civil engineering[J].Computers & Education,2007(49):873-890.
[8] 司治国.游戏化学习社区的开发与应用研究[D].北京:首都师范大学,2005:39-40.
[9] 尚俊杰,庄绍勇,李芳乐,等.游戏化学习行为特征之个案研究及其对教育游戏设计的启示[J].电化教育,2008(2):65-71.
[10] 周伯华,曲玮婷.国内教育游戏存在的问题及对策研究[J].电化教育,2011(7):92-94.
[11] 王飞凤.高职英语游戏化学习平台的设计与实践研究[J].湖北经济学院学报(人文社会科学版),2014,11(3):210-211.
[12] JOSEPH C.The hero with a thousand faces[M].New Jersey:Princeton University Press,2004:45-221.
[13] RYAN R M.The Oxford Handbook of Human Motivation[M].New York:Oxford University Press,2012:85-103.
[14] 拉塞尔·L·阿克夫,丹尼尔·格林伯格.翻转式学习——21世纪学习的革命[M].杨彩霞,译.北京:中国人民大学出版社,2017:230-240.
[15] 赵华芹,张秀芳.“对分课堂+同伴互评”教学模式在大学英语写作教学中的实证研究[J].成都师范学院学报,2018(9):30-35.