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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/teaching-writing-process
课程评论：没有评论
课程名称：写作过程教学 课程概述：半个世纪前，写作教学发生了革命性的变革。教育工作者提出：“如果我们研究专业作家的写作方式，以此来寻找更有效的写作教学方法，会怎样？”这一探索催生了写作过程运动，强调写作不仅是结果，而且是一个过程。优秀的写作不会自然而然地出现，也不会一次性从脑海中完美呈现。所有的写作者都经历一个过程，尽管这个过程因人而异，但某些阶段似乎适用于几乎所有的写作情境。该课程展示了如何将写作作为过程进行教学，从而显著提升学生的写作自信心和舒适度。学习者将探讨以发现为基础的写作教学方法，并在课堂中使用低风险写作和反思。他们将积累适用于任何年龄段和任何环境下教学写作的实用策略和技巧。 课程大纲： 模块1：邀请写作 描述：您是否发现自己必须“强迫”学生写作？您是否主要将写作作为测试学生的方式？如果您能找到“邀请”学生写作的方法，使这一经验对学生和您自己都有意义和愉快，会怎样呢？在这一模块中，学习者将了解写作教学专业的内容，探讨良好写作技能在几乎所有职业中的重要性，并寻找激发学生写作的方式，识别添加低风险写作的特征与好处，实践低风险写作以体验学生在写作中遇到的挑战与成功。 模块2：你想成为何种教师？ 描述：当您还是学生时，您是如何学习写作的？十年后，当一位曾经的学生回来探望您时，您希望他对您作为老师的评价是什么？在这一模块中，学习者将反思自己作为学生时的写作学习经历，并考虑过去半个世纪写作教学的变化。学习者还将思考自己的目标和价值观，决定他们想成为的教师类型。 模块3：写作过程 描述：我们已经多次提到“写作过程”。在参加本课程之前，您可能早已接触过“写作过程”。您甚至可能将其教授给您的学生。但“写作过程”究竟是什么？它是如何运作的，如何以及为什么能帮助学生提高写作水平？在这一模块中，学习者将被介绍到写作不仅是产品，而是过程的概念。您将识别“写作过程”的组成部分及其多种变体，探讨这一过程作为写作教学有效方法的原因，了解写作过程运动是如何引发新的写作教学方式及对优质写作的新定义。您将创建行动计划，将写作作为过程纳入教学中。 模块4：写作与反思 描述：为什么我们会照镜子？虽然我们知道自己长什么样，但镜子能给我们一个更即时、更具体的自我认知。反思写作是一种提供即时的、详细的学习视角的方式。在这一模块中，学习者将识别使用反思作为教学写作工具的特征与价值，通过审视在本课程中学到的知识，实践反思写作，思考如何将这些学习融入自己的教学实践中。
Name:Module 1: Inviting Writing
Description:Do you find yourself having to “make” your students write? Do you use writing mainly as a way to test students? What if you could find ways to “invite” your students to write, making the experience meaningful and even enjoyable for your students and yourself? In this module, after being introduced to the Teaching Writing specialization and considering the importance of good writing skills in virtually any career endeavor, learners will examine ways to “invite writing” from their students, identifying the characteristics and benefits of adding low-stakes writing to the more common approach of using writing as testing. They will practice low-stakes writing to experience firsthand the challenges and successes their students experience when writing.
Name:Module 2: What Kind of Teacher Do You Want to Be?
Description:When you were a student, how were you taught writing? When a former student comes back to visit you after ten years have passed, what would you like that former student to say about you as a teacher? In this module, learners will identify and reflect on how they were taught writing as students, and consider how the teaching of writing has changed over the last half century. Learners will also reflect on their own goals and values that will determine what kind of teacher they want to be.
Name:Module 3: Writing Process
Description: We’ve already used the term “writing process” a number of times. You’d probably encountered “the writing process” well before you started this course. You may even teach it to your students. But what is “the writing process,” exactly? How does it work, and how and why can it help your students improve as writers? In this module, learners will be introduced to writing as not just a product but a process. You’ll identify “the writing process,” its components and its many variations. You’ll examine how and why the process works as an effective approach to teaching writing. You’ll identify how the writing process movement led to not only a new approach to teaching writing, but to a new definition of what makes writing good. You’ll adapt your learning by creating an action plan for incorporating writing as process into your teaching.
Name:Module 4: Writing and Reflection
Description: Why do we look in mirrors? Even though we know what we look like, a mirror can give us a new or different, or just a more immediate and detailed view of how we perceive ourselves at that moment. Reflective writing is a way of providing that more immediate and detailed perspective on our learning. In this module, learners will identify the characteristics and value of using reflection as a tool for teaching writing. They’ll practice reflective writing by examining what they have learned in this course and how they might incorporate that learning into their teaching practice.
Half a century ago, a revolution took place in the teaching of writing. Educators asked, “What if we were to study how professional writers wrote, as a way to learn how we might teach writing more effectively?” The result was the writing process movement, with its emphasis on not just writing as product but as process. Good writing doesn’t magically appear, nor does it spring from the brain fully formed and perfect the first time. Instead, all writers engage in a process, and while that process can vary writer to writer, some stages do seem to apply, in some way, to almost every writing situation. This course demonstrates how teaching writing as process can lead to a significant increase in students’ comfort level and confidence as writers. Learners will examine methods for teaching writing as discovery, and for using low-stakes writing and reflection in their classes. They’ll fill their toolbox with practical strategies and techniques for teaching writing to students of any age, in any situation.
