As we get into our first month of online teaching, I’ve been keeping track of a couple of really unique ways that my teachers are conducting their online classes and would love to share some fruitful ideas with you. I hope to post more practical what I see ideas as we move along in this virus period.
線上教學(xué)第一個月俏让，我的老師們用了許多獨一無二的策略。我一直在追蹤他們的實踐， 現(xiàn)跟大家分享一些行之有效的策略舆驶。希望這些策略對抗疫期間的線上教學(xué)有所裨益橱健。
Storytelling: Storytelling is a way to really make students remember boring data and convert it into interesting to listen to information. It also helps to make it easier for learners to remember the subject matter. Take for instance, an English class which was being conducted today by one of my teachers, she told the Lord of the Flies story by taking passages and using it to build student’s understanding of plot and character as she told the story. She also got her students to come up with their own stories that related to the characters if they imagined the ending otherwise differently (poor Piggie). Storytelling thus helps to connect the learner to the subject and enables learners to get emotionally involved with the subject.
講故事：講故事是一種讓學(xué)生真正記住無聊的數(shù)據(jù)并將其轉(zhuǎn)化為有趣的信息的方法。它還能幫助學(xué)習(xí)者記住主題沙廉。以我的一位老師今天正在上的英語課為例拘荡，她用文章講蒼蠅之王的故事并以此來增強學(xué)生對故事情節(jié)和人物性格的理解。如果學(xué)生設(shè)想出不同的結(jié)局（可憐的小豬）撬陵，她就讓學(xué)生自己創(chuàng)作與角色有關(guān)的故事珊皿。因此，講故事有助于將學(xué)習(xí)者與該主題聯(lián)系起來巨税，并使學(xué)習(xí)者能夠在該主題上投入情感蟋定。
Guided learning (avatars): Another strategy that you could use is having character represented by real or vector images to act as guides for learners throughout the course. This takes on the role of a virtual instructor in the absence of a physical one. Here, I’d bring the example of using a “DNA” as the main avatar for the story on how it gets replicated in the body (for biology class). You could do a physical cut-out to illustrate this and livestream this OR consider using a digital animation (although this takes time) on moving through a journey in the body. If you want to make it simple, you can definitely do this by using online whiteboards such as Explain everything or if you’re more advanced, you could even create a whole Adobe Flash to illustrate this.
指導(dǎo)性學(xué)習(xí)（化身）：另一種策略是用實像或矢量圖像表示角色，以作為學(xué)習(xí)者在課程學(xué)習(xí)中的指導(dǎo)草添。 讓虛擬的老師代替真實的老師驶兜。在這里，我將舉生物課中使用“ DNA”作為主要化身的案例远寸，來講述如何演繹DNA在體內(nèi)的復(fù)制抄淑。您可以做一個裁紙來代表DNA，然后進行直播驰后，或者使用數(shù)字動畫模擬它在體內(nèi)的演變歷程（盡管這需要時間）肆资。如果您想簡化它，可以借用諸如解釋一切之類的在線白板灶芝，如果您想讓它看起來更高級郑原，可以創(chuàng)建一個完整的Adobe Flash。
Case studies: Case studies are strategies to help learners relate the subject and understand how it is related to real-world issues. Think about it for a second, if we were going through a coronavirus period, what better way to teach a computer science class about viruses, than to simulate with data how viruses might spread across campus. Have a look at this video to get an idea of how you could do this for class.
案例研究：案例研究是幫助學(xué)習(xí)者將主題與現(xiàn)實問題聯(lián)系起來的策略夜涕。想一想犯犁，我們處于新冠病毒時期，如果您教計算機課程女器，還有什么比用數(shù)據(jù)模擬病毒如何在整個校園內(nèi)傳播更好的方式栖秕。看看這個視頻晓避，想想如何把它用在課堂上。
Scenario-based learning: Scenarios are another way to teach learners about the instructional tasks that they need to fulfill to achieve mastery. In a lot of our school cases, that could mean whether or not they can achieve the standards of writing new narrative plot points, reading critically for understanding, analyzing economic concepts, designing their own art pieces, etc. Scenarios should then be designed by teacher to help students achieve the standards which they want them to. Here, teachers can conduct scenarios through hypothetical problems OR in actuality give them a scenario to role play different characters on. Take for instance, the classic Romeo and Juliet – whereby students can roleplay these two characters in order to demonstrate their understanding of tragedy. They will be assigned to develop scripts and roleplay their characters to illustrate the scenario of a tragedy (to make it more fun, you can make it a comedy as well.) Remember all of this can be done online through collaborative documents such as Shimo or Ding Documents.
基于場景的學(xué)習(xí)：場景是另一種能將學(xué)習(xí)者帶入教學(xué)任務(wù)以實現(xiàn)掌握技能目的的方法只壳。在許多學(xué)校案例中俏拱，我們希望學(xué)習(xí)者達到編寫新的敘事情節(jié)、批判性閱讀以理解吼句、分析經(jīng)濟概念锅必、設(shè)計自己的藝術(shù)品等目標(biāo)。而情景是由教師設(shè)計幫助學(xué)生達到這些目標(biāo)的手段。在這里搞隐，教師可以設(shè)置假設(shè)的問題來進行場景練習(xí)驹愚，或者直接設(shè)置一個情景并讓學(xué)生扮演不同角色。以經(jīng)典的《羅密歐與朱麗葉》為例劣纲，學(xué)生可以扮演這兩個角色逢捺，以呈現(xiàn)他們對悲劇的理解。他們還可以重新編排劇本并扮演新的角色癞季，以說明悲劇的情節(jié)（ 您也可以把劇本改為喜劇讓扮演更有趣）劫瞳。請記住，所有這些都可以通過Shimo文檔或釘釘文件來完成绷柒。
Watch-Try-Do simulations: Lastly, this approach demonstrates the process by inviting the learners to try and perform the required skill/task with some guidance, finally allowing them to do the process all by themselves. In our online PE classes, we are doing just that, as we want our students to be able to master the basics of kickboxing from the basic stances to the actual indoor kickbox. In our non-physical classes (academic) though, we strongly encourage our students to complete learning tasks from learning about economic theory to simulating an actual economic situation such as in Sims or using virtual mindmaps such as Xmind.
"看-試-做”模式：最后這種方法志于，顧名思義，就是老師演示所需技能/任務(wù)废睦，讓學(xué)生嘗試并給予一定指導(dǎo)伺绽，最后使他們獨立完成該技能/任務(wù)。我們的在線體育課嗜湃，就用了這種方式奈应，嘗試讓學(xué)生掌握從基本站勢到實際室內(nèi)搏斗的跆拳道基礎(chǔ)技能。而在非體育課程（學(xué)術(shù)課程）中净蚤，我們則強烈鼓勵學(xué)生钥组，用學(xué)到的經(jīng)濟理論去模擬實際經(jīng)濟狀況（例如在Sims中）或使用虛擬思維導(dǎo)圖（例如Xmind）。
These are just a handful of instructional strategies I hope you can turn into action within your classes! Lots more to come.
希望這些策略對您的教學(xué)實踐有幫助今瀑。還有更多程梦，一起期待吧！
Ps: Special thanks to my new writer Bridget Huang for giving such incredible translations! 非常感謝我的新搭檔黃春華橘荠，沒有她我也寫不出這么好的一篇文章屿附！
