数字故事的教学实践:中芬教师比较研究
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摘要
数字故事是一种将现代教育技术和知识创造的叙事理念相结合的新型教学实践活动,在支持学生学习方面具有促进作用。然而,不同国家教师的数字故事教学实践由于受社会文化与教育制度的影响也极为不同,需要灵活看待并具体运用。中国和芬兰是两个基础教育强国,借助质性研究方法对两国教师不同的数字故事教学实践过程进行探究发现:中芬教师在数字故事教学实践方面共享4个核心类属,分别是教学活动设计、资源开发、教学实施和教学评价,它们共同构成了评价信息化工具教学应用的"设计-开发-实施-评价"四维螺旋模型。在这4个核心类属的表现上,芬兰教师通常采用自由开放式的活动设计,强调对学习资源的拓展和整合,重视将数字故事融入常规教学,对学生的评价关注学生真实的改变;中国教师通常采用融入框架式的活动设计,将数字故事视为一种教学素材,通过开辟课外空间来制作,对学生的评价更关注技术使用和知识掌握。造成这些差异的主要原因正源于中芬两国迥然不同的社会文化背景和教育体制。正因如此,教师在教学实践中运用信息技术工具并非是价值中立的,而是会结合自身深层的教育信念和社会文化情境因素进行本土化改造。
Digital storytelling, as a new manner of teaching activity, combining modern educational technologies and knowledge-generative narrative ideas, facilitates students' learning supportively as a result. However, teachers' teaching practices of digital storytelling varies in different countries, in terms of socio-cultural context and educational systems,which needs to be regarded flexibly and applied specifically. It is well-known that both China and Finland own high-quality basic education. By adopting the qualitative methodology to explore Chinese and Finnish teachers' practices when they using digital storytelling in teaching activities, this artcile finds that Chinese and Finnish teachers share four core categories of digital storytelling activities, constituting a four-dimensional-spiral model of"design-development-implementation-evaluation" to assess the validity of informationalized educational instruments. In terms of these four categories, Finnish teachers commonly design activities freely and openly, and emphasize the expansion and integration of learning resources. Digital storytelling is incorporated into routinized teaching work and is used to assess students' authentic changes in Finland. While, Chinese teachers usually design activities according to certain existed framework. Digital stories are mainly made after class and the outcomes are viewed as teaching resources by Chinese teachers, who mainly assess students' abilities of using technology and mastering knowledge. It is the very different socio-cultural context and educational systems in China and Finland that generates above divergences. In this lane, teachers are not neutrally to use technological instruments in their teaching practices, but connect their educational beliefs and localize the instruments according to socio-cultural factors.
Digital storytelling, as a new manner of teaching activity, combining modern educational technologies and knowledge-generative narrative ideas, facilitates students' learning supportively as a result. However, teachers' teaching practices of digital storytelling varies in different countries, in terms of socio-cultural context and educational systems,which needs to be regarded flexibly and applied specifically. It is well-known that both China and Finland own high-quality basic education. By adopting the qualitative methodology to explore Chinese and Finnish teachers' practices when they using digital storytelling in teaching activities, this artcile finds that Chinese and Finnish teachers share four core categories of digital storytelling activities, constituting a four-dimensional-spiral model of"design-development-implementation-evaluation" to assess the validity of informationalized educational instruments. In terms of these four categories, Finnish teachers commonly design activities freely and openly, and emphasize the expansion and integration of learning resources. Digital storytelling is incorporated into routinized teaching work and is used to assess students' authentic changes in Finland. While, Chinese teachers usually design activities according to certain existed framework. Digital stories are mainly made after class and the outcomes are viewed as teaching resources by Chinese teachers, who mainly assess students' abilities of using technology and mastering knowledge. It is the very different socio-cultural context and educational systems in China and Finland that generates above divergences. In this lane, teachers are not neutrally to use technological instruments in their teaching practices, but connect their educational beliefs and localize the instruments according to socio-cultural factors.
引文
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[16]Hull, G.,&Katz, M. L.(2006). Crafting an Agentive Self:Case Studies of Digital Storytelling[J]. Research in the Teaching of English, 41(1):43-81.
[17]Kim, H.,&Lee, J.(2018). The Value of Digital Storytelling as an L2 Narrative Practice[J]. Asia-Pacific Education Researcher, 27(1):1-9
[18]Lambert, J.(2013). Digital Storytelling:Capturing Lives,Creating Community[M]. New York:Routledge.
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[20]McGee, P.(2015). The Instructional Value of Digital Storytelling:Higher Education, Professional, and Adult Learning Settings[M]. New York, NY:Routledge.
[21]Niemi, H., Harju, V.,&Vivitsou, M. et al.(2014).Digital Storytelling for 21st-Century Skills in Virtual Learning Environments[J]. Creative Education, 5(9):657-671.
[22]Niemi, H., Toom, A.,&Kallioniemi, A.(2012). Miracle of Education:The Principles and Practices of Teaching and Learning in Finnish Schools[M]. Rotterdam:Sense Publisher.
[23]Ohler, J.(2013). Digital Storytelling in the Classroom(2nd ed.)[M]. Thousand Oaks:Corwin Press.
[24]Vivitsou, M., Kallunki, V.,&Niemi, H. M. et al.(2016). Student-Driven Knowledge Creation Through Digital Storytelling. Niemi, H.,&Jia, J.(eds.). New Ways to Teach and Learn in China and Finland:Crossing Boundaries with Technology[M]. Frankfurt:Peter Lang:35-54.
[2]陈静娴,刘云华(2006).数字故事——打开可视化学习的新视角[J].信息技术教育,(2):23-25.
[3]陈向明(2000).质的研究方法与社会科学研究[M].北京:教育科学出版社:7.
[4]教育部(2016).教育信息化“十三五”规划[EB/OL].[2018-06-07]. http://www.moe.edu.cn/srcsite/A16/s3342/201606/t20160622_269367.html.
[5]黎加厚(2012).数字故事的教育意义[J].中小学信息技术教育,(6):8-10.
[6]李婉茹(2015).数字故事在小学数学课堂教学中的应用研究[D].银川:宁夏大学.
[7]缪蓉,赵婧宏(2017).基于数字故事的学生认知活动研究[J].中国电化教育,(12):7-13.
[8]宋霞霞(2012).数字故事应用于小学语文作文教学的实践研究[D].徐州:江苏师范大学.
[9]汪晓凤,王琦,李智妍(2018).基于在线同伴互评的数字故事教学应用[J].电化教育研究,(2):80-85.
[10]王晶(2016).数字故事在小学信息技术课中的应用研究[D].大连:辽宁师范大学.
[11]Bereday, G.(1964). Comparative Methods in Education[M]. New York:Holt, Rinehart&Winston Inc.
[12]Braun, V.,&Clarke, V.(2006). Using Thematic Analysis in Psychology[J]. Qualitative Research in Psychology, 3(2):77-101.
[13]Finnish National Agency for Education(2014). National Core Curriculum for Basic Education 2014[EB/OL].[2016-06-07]. https://www.ellibs.com/fi/book/9789521362590/national-core-curriculum-for-basic-education-2014.
[14]Fullan, M.,&Donnelly, K.(2013). Alive in the Swamp:Assessing Digital Innovations[M]. London:New Schools Venture Funds.
[15]Glaser, B. G.,&Strauss, A. L.(1995). The Discovery of Grounded Theory:Strategies for Qualitative Research[M]. New York:Aldine Publishing Co.
[16]Hull, G.,&Katz, M. L.(2006). Crafting an Agentive Self:Case Studies of Digital Storytelling[J]. Research in the Teaching of English, 41(1):43-81.
[17]Kim, H.,&Lee, J.(2018). The Value of Digital Storytelling as an L2 Narrative Practice[J]. Asia-Pacific Education Researcher, 27(1):1-9
[18]Lambert, J.(2013). Digital Storytelling:Capturing Lives,Creating Community[M]. New York:Routledge.
[19]Leadbeater, C.(2000). Living on Thin Air. The New Economy[M]. London:Penguin.
[20]McGee, P.(2015). The Instructional Value of Digital Storytelling:Higher Education, Professional, and Adult Learning Settings[M]. New York, NY:Routledge.
[21]Niemi, H., Harju, V.,&Vivitsou, M. et al.(2014).Digital Storytelling for 21st-Century Skills in Virtual Learning Environments[J]. Creative Education, 5(9):657-671.
[22]Niemi, H., Toom, A.,&Kallioniemi, A.(2012). Miracle of Education:The Principles and Practices of Teaching and Learning in Finnish Schools[M]. Rotterdam:Sense Publisher.
[23]Ohler, J.(2013). Digital Storytelling in the Classroom(2nd ed.)[M]. Thousand Oaks:Corwin Press.
[24]Vivitsou, M., Kallunki, V.,&Niemi, H. M. et al.(2016). Student-Driven Knowledge Creation Through Digital Storytelling. Niemi, H.,&Jia, J.(eds.). New Ways to Teach and Learn in China and Finland:Crossing Boundaries with Technology[M]. Frankfurt:Peter Lang:35-54.