ABSTRACT

The present study aims to explore an embodied approach to students’ deep learning; specifically, how deep learning is interactively achieved through teachers’ languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor’s embodied and multimodal pedagogical practices of interactive teaching facilitate students’ active classroom engagement in lecture sessions that are often considered a form of passive knowledge transmission. The case study focuses on the languaging dynamics mobilised by the target teacher participant, who has been recognised as a representative of teaching excellence due to an international background and rich localised teaching experience. Aligned with the theoretical underpinnings of an embodied approach to learning from a constructivist perspective, this study focuses on the multimodal repertoire employed by the teacher’s use of gestures to stimulate students’ responses to the pedagogically designed high-order questions. We argue that this complementarity encourages thinking and active learning in the knowledge transfer. Further, this embodied interactive teaching mode with the affordances of gestures not only supports learning potential for information transmission but also affords action potentials for cognitive thinking and projected interaction for knowledge transformation in the active learning process.

摘要

本研究旨在探索学生深度学习的具体化方法；具体来说，如何通过二语高等教育 (HE) 背景下的交互式授课中教师的语言动态和多模态表征来交互地实现深度学习。目的是了解教师的互动教学的具体化和多模式教学实践如何促进学生积极参与课堂教学，而课堂教学通常被认为是被动知识传播的一种形式。该案例研究的重点是目标教师参与者所调动的语言动力，该参与者因其国际背景和丰富的本地化教学经验而被公认为卓越教学的代表。与建构主义视角下的具身学习方法的理论基础相一致，本研究重点关注教师使用手势来刺激学生对教学设计的高阶问题做出反应所采用的多模式手段。我们认为这种互补性鼓励知识转移中的思考和主动学习。此外，这种以手势提供的体现式互动教学模式不仅支持信息传递的学习潜力，还为主动学习过程中的知识转化提供认知思维的行动潜力和投射互动。这项研究的重点是教师使用手势来刺激学生对教学设计的高阶问题做出反应的多模式手段。我们认为这种互补性鼓励知识转移中的思考和主动学习。此外，这种以手势提供的体现式互动教学模式不仅支持信息传递的学习潜力，还为主动学习过程中的知识转化提供认知思维的行动潜力和投射互动。这项研究的重点是教师使用手势来刺激学生对教学设计的高阶问题做出反应的多模式手段。我们认为这种互补性鼓励知识转移中的思考和主动学习。此外，这种以手势提供的体现式互动教学模式不仅支持信息传递的学习潜力，还为主动学习过程中的知识转化提供认知思维的行动潜力和投射互动。