北京第二外国语学院学报 ›› 2017, Vol. 39 ›› Issue (3): 117-131.DOI: 10.12002/j.bisu.105

• 外语教学研究 • 上一篇    

基于微信微课的学术英语学习者评判性思维概念建构

龚 嵘   

  1. 龚嵘,华东理工大学
  • 收稿日期:2016-12-23 出版日期:2017-06-15 发布日期:2018-03-19
  • 作者简介:龚嵘,华东理工大学教授,200237,研究方向:英语教育、学术英语教学理论与实践。电子邮箱:gongrong2012@hotmail.com
  • 基金资助:
    本研究由国家社科基金一般项目“中国研究型高校本科生学术英语素养发展模型研究”(项目编号:13BYY080)与华东理工大学本科重点教改项目“理工综合类学术英语四年一贯制教育体系建构”(项目编号:YS0125302)资助。

How Do EAP Learners Conceptualize Critical Thinking Competence in Wechat-based Multi-scaffolded Micro-course Context?

GONG Rong   

  1. East China University of Science and Technology, Shanghai 200237, China
  • Received:2016-12-23 Online:2017-06-15 Published:2018-03-19

摘要: 本研究采取评判性思维的教育学训练取向,遵循社会建构主义支架理念,设计了多元教学支架型微信微课,将“图文诠释、教师示范、设问引导”三类教学支架干预手段融入社交媒体的通讯、平台、互动功能,营造评判性思维发展的在线促进性培育环境。微课针对学术英语学习者,共8个单元,每单元由“TED演讲视频学习资料推送”“微信群讨论”“讨论后反思推送”三个模块组成。基于微信后台数据挖掘,以及“参与式观察笔记+讨论语料+团体访谈笔录”三源数据的内容分析,研究发现:第一,作为非正规课程环境下的社会共享性学习资源,本微课实际使用率不高,表现为浅学习、高退出行为;第二,对于9名全程参与者,本微课有着不同程度的评判性思维概念建构促进作用。在“微信技术+多元支架”的协同效应下,体现出“误区体验—反思矫正—自我巩固”三个阶段性建构特征。上述发现提示,通过活动互动水平与任课教师网络临场水平的提高,社会共享性思维训练微信微课可能成为EAP 课程中评判性思维整体概念建构的有效辅助教学资源。

关键词: 评判性思维, 概念建构, 微信微课, 教学支架, 学术英语

Abstract: Taking a pedagogical approach to critical thinking in line with social constructivism, the present study has designed and implemented a Wechat-based micro-course in which information technology and instructional scaffolding combine to build nurturing educational conditions to facilitate critical thinking development. Namely, three types of scaffoldings - multimedia interpretation, teacher modeling and question guide - are incorporated with the messaging, platform and social interactive functions of Wechat. The micro - course for EAP learners is composed of 8 units, each comprising 3 modules-TED speech learning materials, online group discussion and learner reflection via Wechat public platform. Besides Wechat backstage data digging, content analysis is also conducted of triangulated data (participant observation notes, after-viewing group chat-log and focus-group-interview notes). Two findings were obtained: 1) in non-school curriculum course context, utilization rate of public online learning resources is very low with a high dropout rate and shallow learning depth; 2) the full course attendees, though low in number(only 9), succeeded to different degrees in constructing an explicit concept of critical thinking and, under “Wechat-scaffolding” dynamics, their conceptualization process manifests itself in three development phases from distorted thinking experience to reflective correction to self-reinforcement. The above findings imply that social-media-based micro-course, with enhanced interactive activities and teacher presence, may prove to be effective supportive resources for college EAP learners to develop a global concept of critical thinking.

Key words: critical thinking, conceptual construction, wechat-based micro-course, instructional scaffoldings, EAP

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