澳大利亚莫纳什代写:教学情境

2019-10-07 17:04

在这种教学情境中，使用Facebook或其他社交媒体可能被用来补充语言学习，因为它可能被用来加强学生之间的沟通和协作(Kaliampos & Schmidt, 2014)。这在学生中已经是一种流行的格式，因此任何鼓励使用它来提高学习目标都是可以实现的。社交媒体论坛可以由教室自己建立，设置练习让学生参与讨论也可以帮助确保这样的交流可以发生(Kaliampos & Schmidt, 2014)。这可以通过设置测试来实现，在测试中，学生被要求提交一个简短的论坛主题，然后评论和讨论另一个人的工作。这可以给学生参与讨论的机会，并在这样的讨论中获得经验和信心(Beatty, 2013)。然而，这在多大程度上反映了现实生活中的经验是值得怀疑的。在某种程度上，学生使用他们的学习语言的事实可能会减少他们提供这项工作的程度(Blake, 2013)。此外，学生们被鼓励在非正式的环境中进行交流，这可能意味着他们采用了一种更口语的写作方法，这可能在很大程度上是不准确的。因此，使用交互技术的好处可以根据课程的目标来衡量(Blake, 2013)。如果目标是达到对语言的完美理解，那么鼓励学生在自己的时间内进行交流的程度可能会受到质疑(Beatty, 2013)。然而,如果其目的是提供一个媒介中,学生可以练习写作和阅读工作,使他们能够理解其含义通过阅读其他同学的工作,确定它们清晰通过检查响应,那么这个技术可能是一个重要的方式来补充教师的工作(Kaliampos &施密特,2014)。可能有不同的方法来评估练习，但也许最重要的方法是鼓励参与，语言练习，这可以证明有利于整体语言学习目标(Pailly, 2013)。因此，这似乎是对这一教学环境的一种有效贡献，因为它不仅补充了在学校学习的规定，而且提供了一种可能性，使语言学习能够涵盖通过正式教学不容易涵盖的方面。
澳大利亚莫纳什代写:教学情境
The use of Facebook or other social media may be used to supplement language learning in this teaching context because it may be used as a method to enhance communication and collaboration between students (Kaliampos & Schmidt, 2014). This is already a popular format among students, and thus any encouragement to use it to improve upon learning goals may be achieved. Social media forums may be set up by the classroom itself, with exercises set to allow students to engage in discussions can also help ensure that such communication can take place (Kaliampos & Schmidt, 2014). This can be achieved by setting tests where students are given assignments to present a short forum subject, and then to comment and discuss another individual’s work. This can give the students the opportunity to participate in discussion and gain experience and confident in such discussion (Beatty, 2013). However, the extent to which this may reflect a real-life experience can be questioned. To an extent, the fact that the students are using their learning language may reduce the extent to which they provide this work (Blake, 2013). Furthermore, the fact that the students are encouraged to communicate in an informal setting may mean that they adopt a more colloquial method of writing, which may achieve communication while being largely inaccurate.The benefit of using the interactive technology may thus be gauged according to the aims of the class (Blake, 2013). If the aim is to achieve a perfect understanding of the language then the extent to which encouraging students to interact in their own time may be questioned (Beatty, 2013). However, if the aim is to provide a medium in which students may practise their writing and reading work, allowing them to interpret the meaning through reading other students’ work, and ascertain their clarity by examining the response, then this technology may prove an important way to supplement the teacher’s work (Kaliampos & Schmidt, 2014). There may be different approaches to the assessment of exercises, but perhaps the most important method in this is to encourage participation, language practice, and this can prove of benefit to overall language learning goals (Pailly, 2013). It would therefore seem an effective contribution to this teaching context as it not only complements the provision of learning in school but provides the possibility of allowing language learning to cover aspects not easily covered through formal teaching.

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