3 research outputs found
Adaptive Learning Mode of a Multimedia-based "English Literature" Learning System
In this paper, a multimedia-based English pronunciation learning system was designed. On this basis, a self-adaptive learning mode which consists of the teaching mode and the independent learning mode was proposed. The self-adaptive teaching model uses corpus technology and covers the exploratory â3Iâ (Illustration-Interaction-Induction) teaching model, thereby changing the traditional teaching pattern of âspoon-feedingâ; when it comes to the independent learning mode, the self-adaptive system can automatically set corresponding learning tasks according to the learning situation of students, to improve the autonomy and differences of studentsâ self-learning. At the same time, the approach of comparative teaching was especially adopted to test the validity of this system and the learning mode. Specifically, the exquisite course of âEnglish Literatureâ for students of Grade 2015 majoring in English was selected as the experimental group, to compare with the learning situation of their counterparts of Grade 2014 in the last year. The results show that the learning mode is remarkable in its teaching practicality, could bring a significant effect on improving teaching efficiency and studentsâ independent learning ability, and enjoys a high research value and a promising application prospect
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Constructions of literature in GCSE English policy and their implications for teaching practice
This thesis explores the discursive constructions of literature in GCSE English literature policy and
their implications for teaching practice. It analyses the ways in which literature is constructed
through the language of policy and identifies the differences between constructions in order to
understand the discourses that are drawn upon and their relationship to one another. It examines
the discursive contexts within which the different constructions of literature are deployed and
identifies what subject positions are made available by these constructions. Finally, this study
scrutinises the relationship between discourse and practice, exploring what can potentially be
thought, felt and experienced by teachers positioned by the discursive constructions of literature.
This is important because with the implementation of the reformed GCSE in English literature in
2015 came a tendency for teachers to perceive the subject as something over which they had no
control, resulting in a potential misconception of its purpose.
This research followed an interpretive paradigm. Six teachers of literature from a school in the south
of England took part in the research over six months. The data collected comprised policy
documentation, group and individual interviews, observations, metaphors, and creative responses to
literature. Data were analysed using Willigâs (2013) procedural guidelines for Foucauldian Discourse
Analysis. The use of Foucauldian Discourse Analysis and Foucaultâs social theory allowed a
systematic enquiry of policy and practice in ways that threw light upon assumptions about the
reformed GCSE in English literature being a âmemory testâ that undermined teacherâs expertise.
This study contributes new professional knowledge because it challenges professional assumptions
about the intentions of the reformed GCSE in English literature and presents a hitherto
unacknowledged disjuncture between reality and perception. Implications for both practice and
research are discussed in light of this dissonance