|
所在平台: Coursera |
课程主页: https://www.coursera.org/learn/literacy-teaching-learning
课程评论：没有评论
课程名称：识字教学与学习：目标、方法与教学法 概述：本课程首先探讨识字教学与学习的社会背景及其目标，随后介绍一系列历史和现代的识字教学法，包括讲授法、真实法、功能法和批判法。课程采用多识字（Multiliteracies）视角，旨在扩展识字的定义，以涵盖当今多模态交流及不同社会和文化背景下的识字多样性。多识字方法还建议涵盖丰富的活动类型，包括体验性、概念性、分析性和批判性活动。 推荐背景：本课程适合对识字教学与学习感兴趣的人士，包括希望从事教育职业的人、希望探索转型方向的在职教师，以及视其使命为“教育”的社区和职场领导者。 相关资源：本课程基于《Literacies》一书，此外，学习者还可以访问以下在线资源： - https://newlearningonline.com/literacies - https://newlearningonline.com/transpositional-grammar 在伊利诺伊大学获得学分：该课程的内容与伊利诺伊大学教育学院学习设计与领导项目的研究生证书、硕士和博士课程的电子学习生态课程相同。如果您希望获得学分，可以访问以下链接获取更多信息及申请： - 课程信息：https://newlearningonline.com/kalantzis-and-cope/learning-design-and-leadership-program - 申请链接：https://education.illinois.edu/epol/programs-degrees/ldl 学习设计与领导系列MOOCs：这是由比尔·科普（Bill Cope）和玛丽·卡兰茨（Mary Kalantzis）为伊利诺伊大学的学习设计与领导程序创建的八个MOOC之一。如果您觉得这个MOOC有帮助，请参加我们的其他课程！ 课程大纲： 1. 识字的目标：探讨“多个识字”的概念，强调语言使用在不同文化和社会背景中的变化以及当代交流的多模态特征。 2. 识字学习与教学的理论与实践：讨论教学法的设计理念，介绍经验性、概念性、批判性等不同的知识过程。 3. 讲授法与真实法：概述识字教学中的活动类型，解析讲授法和真实法的主要模型。 4. 功能法与批判法：探讨另外两种主要的识字教学传统，强调不同教学方法的优势与劣势。 通过这些模块，学习者将能够全面理解和应用多样化的识字教学法，以适应现代教育的变化和需求。
Name:The Aims of Literacy
Description:This module explores the notion of "literacies" in the plural, and in particular the concept of "Multiliteracies" coined by the presenters in this course as part of the New London Group. Literacy in the singular consists of the rigid rules of official standard languages, and is purely grounded in written text. Literacies in the plural, or multiliteracies, acknowledges that language use will vary greatly from one cultural and social context to another, and that contemporary communication is increasingly multimodal, where written text is juxtaposed with, or supplemented by, image, sound, space, object, gesture, and speech. The module goes on to explore the evolution of human communication, and the patterns of communication in today's work, public, and community settings.
Name:Theory and Practice of Literacies Learning and Teaching
Description:In this module, we discuss the nature of pedagogy as the conscious design of learning activities. We introduce the idea of "knowledge processes" or activity types: experiential, conceptual, critical, and applied. In the case of literacies learning, experiential knowledge processes involve immersion in familiar and new texts. Conceptual knowledge processes include naming of the features of text, and developing theories of how these texts work to serve meaningful purposes. Analytical knowledge processes explore the contexts and purposes of texts. Applied knowledge processes engage learners in the creation of texts.
Name:Didactic + Authentic Approaches to Literacy
Description:This module begins with an overview of the range of activity types that might be found in literacies pedagogy. These are illustrated with some examples of literacies learning modules. It goes on to examine two major models of literacy pedagogy: didactic and authentic.
Name:Functional + Critical Approaches to Literacy
Description:Now we explore the remaining two of the four major traditions in literacy teaching and learning: functional and critical approaches to literacy. Our purpose in introducing these four major approaches has been to explore the strengths and weaknesses of each approach, as well as to advocate for the idea that literacy teaching and learning ideally involves a repertoire of different kinds of pedagogical moves or activity types.
This course opens with an exploration of the social context and aims of literacy teaching and learning. It goes on to describe a range of historical and contemporary approaches to literacy pedagogy, including didactic, authentic, functional, and critical approaches. The course takes has a 'Multiliteracies' perspective, which aims to expand the definition of literacy to encompass today's multimodal communications, and the diversity of literacies across different social and culltural contexts. A Multiliteracies approach also suggests a broad range of activity types—experiential, conceptual, analytical and critical. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in literacy teaching and learning, including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative." -------------------------------- Related Resources -------------------------------- This course is based on the following book: https://www.amazon.com/Literacies-Mary-Kalantzis/dp/1107402190 Additional online resources are available here: https://newlearningonline.com/literacies https://newlearningonline.com/transpositional-grammar -------------------------------- Take this Course for Credit at the University of Illinois -------------------------------- This course has the same content and anticipates the same level of contribution by students in the e-Learning Ecologies course offered to graduate certificate, masters, and doctoral level students in the Learning Design and Leadership Program in the College of Education at the University of Illinois. Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it – we say that any level of engagement is good engagement. On the other hand, if you would like to take this course for credit at the University of Illinois, you will find more information about our program here: https://newlearningonline.com/kalantzis-and-cope/learning-design-and-leadership-program And you can apply here: https://education.illinois.edu/epol/programs-degrees/ldl -------------------------------- The Learning Design and Leadership Series of MOOCs -------------------------------- This course is one of a series of eight MOOCs created by Bill Cope and Mary Kalantzis for the Learning Design and Leadership program at the University of Illinois. If you find this MOOC helpful, please join us in others! e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age https://www.coursera.org/learn/elearning New Learning: Principles and Patterns of Pedagogy https://www.coursera.org/learn/newlearning Assessment for Learning https://www.coursera.org/learn/assessmentforlearning Learning, Knowledge, and Human Development https://www.coursera.org/learn/learning-knowledge-human-development Ubiquitous Learning and Instructional Technologies https://www.coursera.org/learn/ubiquitouslearning Negotiating Learner Differences: Towards Productive Diversity in Learning https://www.coursera.org/learn/learnerdifferences Literacy Teaching and Learning: Aims, Approaches and Pedagogies https://www.coursera.org/learn/literacy-teaching-learning Multimodal Literacies: Communication and Learning in the Era of Digital Media https://www.coursera.org/learn/multimodal-literacies
