高校校园关闭期间的弹性教学指南：如何确保高质量的高等教育（英文版）.pdf

Guidance on Flexible Learning during Campus Closures: Ensuring course quality of higher education in COVID-19 outbreak Smart Learning Institute of Beijing Normal University (SLIBNU), 2020 Rights and Permissions This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (creativecommons/licenses/by-sa/3.0/igo/). Please cite the work as follows: Huang, R.H., Liu, D.J., Guo, J., Yang, J.F., Zhao, J.H., Wei, X.F., Knyazeva, S., Li, M., Zhuang, R.X., Looi, C.K., clear and audible delivery free of distracting manner - isms. Making instruction variety: variability in instructional mate - rials, questioning, types of feedback, and teaching strategies. Orientating with learning Tasks: achievement (content) ori - entation as opposed to process orientation, maximum con - tent coverage, and time devoted to instruction. Engaging Student in learning: limiting opportunities for dis - traction and getting students to work on, think through, and inquire about the content. Providing opportunities for students success: ensure that students 60% to 70% of time spent on tasks could afford them moderate-to-high levels of success, especially during expository or didactic instruction. The following are five guidelines for effective teaching and some indicators pertaining to them: Using learners contributions and ideas: Using learners responses to promote the goals of the lesson and letting stu - dents to elaborate on and extend the learned content by us - ing their own experiences, ideas, and thought patterns. Structuring the content: Providing advance organizers and cognitive or mental strategies at the beginning of a lesson and creating activity structures with varied demands. Questioning: Using both content (direct) and process (indi - rect) questions to convey facts and to encourage inquiry and problem solving. Probing: Eliciting clarification, soliciting additional informa - tion, and redirecting when needed. Teacher affect: Exhibiting vigor, involvement, excitement, and interest during classroom presentations through vocal inflection, gesturing, eye contact, and animation, communi - cating a warm and nurturing relationship to the learner. The quality of teaching and learning depends on the instructors ability to utilize multiple technologies and tools to reorganize the teaching and learning process.