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Ensino do português no contexto universitário chinês: proposta de conteúdos digitais para o estudo de textos literários no nível proficiente – C1
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Ensino do português no contexto universitário chinês: proposta de conteúdos digitais para o estudo de textos literários no nível proficiente – C1, cujo estudo é dirigido à importância dada aos textos literários de oito países de língua portuguesa, enfatiza a integração de plataformas digitais com conteúdos pedagógicos nas aulas de PLE ministradas nas universidades chinesas. Para isso, (i) analisa o potencial pedagógico da integração de conteúdos digitais partindo do quadro TPACK proposto por Mishra, Shin & Koehler (2011); (ii) efetua a avaliação dos quatro tipos de ferramentas para a criação de materiais/conteúdos digitais, ferramentas de avaliação, de comunidade, de conhecimento e centradas no aprendente, em conjunto com o modelo SAMR de Ruben Puentedura (2015); (iii) observa as duas tipologias de exercícios, perguntas fechadas e perguntas abertas; e (iv) apresenta materiais/conteúdos digitais para o nível proficiente C1, em torno de autores, obras e excertos dos oito países de língua portuguesa (Angola, Brasil, Cabo Verde, Moçambique, Portugal, Guiné Bissau, São Tomé e Príncipe e Timor-Leste). Para desenvolver os conteúdos digitais são utilizadas diversas ferramentas e recorre-se a imagens digitais, vídeos, hipertexto, jogos, páginas de redes e outras ferramentas concebidas com a intenção de facilitar o processo de ensino e aprendizagem de textos literários portugueses através das atividades interativas.
Teaching Portuguese in the Chinese university context: proposal of digital contents for learning literary texts at the proficient level - C1, whose study is directed towards the importance given to literary texts from eight Portuguese-speaking countries, emphasizes the integration of digital platforms with pedagogical contents in the PLE classes taught in Chinese universities. To this end, it (i) analyses the pedagogical potential of digital content integration starting from the TPACK framework proposed by Mishra, Shin & Koehler (2011); (ii) carries out the evaluation of the four types of tools for creating digital materials/content, assessment, community, knowledge and learner-centred tools, in conjunction with Ruben Puentedura's (2015) SAMR model; (iii) looks at the two typologies of exercises, closed and open questions; and (iv) presents digital materials/content for proficient level C1, around authors, works and excerpts from the eight Portuguese-speaking countries (Angola, Brazil, Cape Verde, Mozambique, Portugal, Guinea Bissau, São Tomé and Príncipe and Timor-Leste). To develop the digital content, several tools are used and recourse is made to digital images, videos, hypertext, games, network pages and other tools designed with the intention of facilitating the process of teaching and learning Portuguese literary texts through interactive activities.
Teaching Portuguese in the Chinese university context: proposal of digital contents for learning literary texts at the proficient level - C1, whose study is directed towards the importance given to literary texts from eight Portuguese-speaking countries, emphasizes the integration of digital platforms with pedagogical contents in the PLE classes taught in Chinese universities. To this end, it (i) analyses the pedagogical potential of digital content integration starting from the TPACK framework proposed by Mishra, Shin & Koehler (2011); (ii) carries out the evaluation of the four types of tools for creating digital materials/content, assessment, community, knowledge and learner-centred tools, in conjunction with Ruben Puentedura's (2015) SAMR model; (iii) looks at the two typologies of exercises, closed and open questions; and (iv) presents digital materials/content for proficient level C1, around authors, works and excerpts from the eight Portuguese-speaking countries (Angola, Brazil, Cape Verde, Mozambique, Portugal, Guinea Bissau, São Tomé and Príncipe and Timor-Leste). To develop the digital content, several tools are used and recourse is made to digital images, videos, hypertext, games, network pages and other tools designed with the intention of facilitating the process of teaching and learning Portuguese literary texts through interactive activities.
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Português língua estrangeira Contexto universitário chinês Textos literários Materiais didáticos Conteúdos digitais Portuguese as a foreign language Chinese university context Literary texts Didactic materials Digital contents