Wyślij tekst przez e-mail Humanizująca siła narracji w akademickim nauczaniu EFL jako odpowiedź na wyzwania edukacyjne po pandemii COVID-19
Streszczenie w języku polskim
Pandemia COVID-19 wymusiła gwałtowne, nieprzewidziane zmiany w metodyce nauczania, praktycznie rewidując powszechnie stosowane praktyki akademickie i tradycyjne podejścia. Trudy nauczania zdalnego przełożyły się na jeszcze liczniejsze kolejne wyzwania, z którymi przyszło się zmierzyć nauczycielom akademickim po powrocie, mianowicie związane z tworzeniem humanizacyjnej przestrzeni edukacyjnej. Doświadczenia wywołane kryzysem covidowym jednoznacznie pokazały, że promowanie pedagogiki humanizującej w szkolnictwie wyższym jest teraz niezwykle potrzebne. Celem artykułu jest wyszczególnienie teoretycznych i praktycznych rozwiązań mających na celu zainspirowanie nauczycieli akademickich do wdrożenia podejścia narracyjnego w swoich salach wykładowych. Badania empiryczne potwierdzają, że humanizująca pedagogika może wzmocnić refleksyjne podejście do nauczania języka angielskiego, w tym do nauczania języka specjalistycznego. Praktyczne sugestie, jak wdrożyć te podejścia w kontekście polskiego szkolnictwa wyższego, wyraźnie pokazują potencjał narracji i opowiadania historii jako narzędzi dydaktycznych, przekładając się na możliwość projektowania nowoczesnych, wysokiej jakości kursów języka angielskiego.
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DOI: http://dx.doi.org/10.17951/en.2023.8.243-257
Data publikacji: 2023-11-01 15:56:50
Data złożenia artykułu: 2022-11-02 10:33:23
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Prawa autorskie (c) 2023 Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
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