A Blended Interpretation Teaching Strategy based on the Theory of Community of Inquiry
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i2.1719
Abstract
The modernization and digitization of education promote the rapid development of blended teaching combining online and offline, and the theoretical model of community of inquiry (CoI) provides effective guidance for blended teaching design. The presence of teaching is the main factor to promote effective blended learning. By designing rich pre-class, during and after-class teaching contents and teaching strategies, blended interpretation teaching will effectively strengthen the training of interpretation skills and enrich the training contents and methods, so as to improve students’ interpretation ability.
Keywords
community of inquiry, blended teaching, teaching presence, interpretation teaching
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[2] Garrison D R, Cleveland-Innes M, & Fung T S. Exploring causal relationships among teaching, cognitive and social presence: student perceptions of the community of inquiry framework [J]. The Internet and Higher Education. 2010; 13 (1-2): 31-36.
[3] Kozan K, & Richardson J C. Interrelationships between and among social, teaching, and cognitive presence [J]. The Internet and Higher Education. 2014; 21: 68-73.
[4] Dou Yajuan. Research on interpretation teaching in undergraduate business English majors [J]. Journal of Southwest University of Science and Technology (Philosophy and Social Sciences edition). 2020; 37 (05): 94-99.
[5] Lan Guoshuai. Inquiry community theory model: online learning and blended learning research paradigm [J]. Research on Open Education. 2018; 24 (1): 29-40.
[6] Liu Heping. On the principles and methods of undergraduate translation teaching [J]. Chinese Translation. 2009; 30 (06): 34-41+92-93.
[7] Zhang Jing. Construction of three-stage blended teaching mode of interpretation class [J]. Chinese Translation. 2022; 43 (02): 75-82.
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