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A Aplicação do Modelo da Sala de Aula Invertida no Ensino e Aprendizagem da Compreensão do Oral do Português por Estudantes Chineses
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Devido à pandemia, os professores na China tiveram de adotar métodos de ensino à distância para garantir o processo do ensino e aprendizagem dos alunos, o que levou à utilização e desenvolvimento de recursos digitais. No entanto, hoje, quando tudo está gradualmente a voltar ao normal, podemos continuar a considerar o uso de recursos de ensino online, combinando-os com o uso presencial como forma de potenciar o sucesso educativo. Nesse sentido, a utilização da variante da Sala de Aula Invertida (SAI), no âmbito do chamado b-learning, pode ser de grande utilidade, pois integra as duas modalidades de ensino. Antes da aula presencial, os alunos aprendem de forma independente com materiais digitais criados pelos professores e, depois, na aula, os professores esclarecem dúvidas e concebem atividades para os alunos praticarem o que aprenderam e assim aprofundar os seus conhecimentos, com vista à obtenção de melhores resultados de aprendizagem. No que respeita à área do ensino e aprendizagem de línguas, esse modelo tem igualmente sido utilizado em vários países para se aumentarem os índices de proficiência linguística, mas tem ainda um grande potencial de desenvolvimento, como é o caso da China. Neste contexto, sabe-se que os alunos nativos encontram muitas dificuldades de aquisição em várias áreas, como a compreensão do oral, o que se deve, em grande parte, à falta de um ambiente linguístico propício e à insuficiência de materiais nesta área. Assim, este estudo pretende explorar a viabilidade de aplicar a SAI no ensino e aprendizagem de Português como Língua Estrangeira (PLE) na China, especificamente da compreensão oral, propondo um modelo possível e materiais que reflitam as
abordagens didáticas mais recentes para trabalhar esta competência. Pretende-se, assim, com esta proposta, contribuir para desenvolver o ensino de Português na China.
Due to the pandemic, teachers in China had to adopt distance learning methods to ensure students' teaching and learning process, which led to the use and development of digital resources. However, today, when everything is gradually returning to normal, we can continue to consider the use of online teaching resources, combining them with in-person use as a way of enhancing educational success. In this sense, the use of the Flipped Classroom (SAI) variant, within the scope of so-called b-learning, can be of great use, as it integrates the two teaching modalities. Before the face-to-face class, students learn independently with digital materials created by teachers and, afterwards, in class, teachers clarify doubts and design activities for students to practice what they have learned and thus deepen their knowledge, with a view to obtaining better learning results. With regard to the area of language teaching and learning, this model has also been used in several countries to increase language proficiency rates, but it still has great potential for development, as is the case in China. In this context, it is known that native students encounter many difficulties in acquiring several areas, such as oral comprehension, which is largely due to the lack of a favorable linguistic environment and insufficient materials in this area. Therefore, this study aims to explore the feasibility of applying SAI in the teaching and learning of Portuguese as a Foreign Language (PLE) in China, specifically oral comprehension, proposing a possible model and materials that reflect the most recent teaching approaches to work on this skill. The aim of this proposal is to contribute to developing Portuguese teaching in China.
Due to the pandemic, teachers in China had to adopt distance learning methods to ensure students' teaching and learning process, which led to the use and development of digital resources. However, today, when everything is gradually returning to normal, we can continue to consider the use of online teaching resources, combining them with in-person use as a way of enhancing educational success. In this sense, the use of the Flipped Classroom (SAI) variant, within the scope of so-called b-learning, can be of great use, as it integrates the two teaching modalities. Before the face-to-face class, students learn independently with digital materials created by teachers and, afterwards, in class, teachers clarify doubts and design activities for students to practice what they have learned and thus deepen their knowledge, with a view to obtaining better learning results. With regard to the area of language teaching and learning, this model has also been used in several countries to increase language proficiency rates, but it still has great potential for development, as is the case in China. In this context, it is known that native students encounter many difficulties in acquiring several areas, such as oral comprehension, which is largely due to the lack of a favorable linguistic environment and insufficient materials in this area. Therefore, this study aims to explore the feasibility of applying SAI in the teaching and learning of Portuguese as a Foreign Language (PLE) in China, specifically oral comprehension, proposing a possible model and materials that reflect the most recent teaching approaches to work on this skill. The aim of this proposal is to contribute to developing Portuguese teaching in China.
Descrição
Palavras-chave
Sala de aula invertida b-Learning Português língua estrangeira Compreensão do oral Estudantes chineses Aquisição de língua Material didático digital Flipped classroom b-learning Portugues as foreign language Oral comprehension Chinese students Language acquisition Digital teaching material