内容教学法对小学生设计能力以及外语阅读能力的-gccce2016.pdfVIP

Wu, Y.-T., Chang, M., Li, B., Chan, T.-W., Kong, S. C., Lin, H.-C.-K., Chu, H.-C., Jan, M., Lee, M.-H., Dong, Y., Tse, K. H., Wong, T. L., Li, P. (Eds.). (2016). Conference Proceedings of the 20th Global Chinese Conference on Computers in Education 2016. Hong Kong: The Hong Kong Institute of Education. 内容教学法对小学生设计能力以及外语阅读能力的影响研究 The Effect of Content-Based Instruction on Students’ Design Skills and L2 Reading Comprehension * Novikova Ekaterina ，张莹莹 北京师范大学教育技术学院 * kayselin@163.com 【摘要】本研究旨在探究内容教学法是否能够同时促进学生设计能力以及外语阅读能力的发展。本实验的研 究对象为黑龙江省某小学的 111 个五年级学生，研究工具为乐高故事启发套装（LEGO StoryStarter ）。笔者以目 前乐高教育中比较流行的 “4C”教学模型为基础，提出了基于“4C ＋D”模型并以该模型实现内容教学法。本研究 应用研究者自主编制的乐高作品评价工具评价学生的设计能力，应用“立即召回协议”评价学生的外语阅读理解 能力。研究结果证明， 相比基于“4C”模型的教学，基于“4C+D”模型的内容教学法更能够显著促进学生设计能 力的发展，而其对学生外语阅读能力的影响与前者无显著差异。此外，学生对这两种教学形式的满意度及认知 负荷也无明显差异。 【關鍵字】内容教学法；外语阅读能力；设计能力 Abstract: The purpose of this study is to examine whether or not Content Based Instruction can improve students design skills and English as a second language skills at the same time. The experiment was conducted in one of Chinese schools in Heilongjiang province; the total number of participants was 111, all of them were 5th grade students. To conduct the experiment we have improved one of rather popular foreign language teaching methods (4C method), which is widely used in Lego Education, and proposed 4C+D method. To assess students’ design skills there was designed an evaluation tool, which aimed at evaluating the quality of students’ Lego projects. To assess students’ foreign language reading comprehension