Empirical Research of Oral English Teaching in Primary School Based on 4C/ID Model

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v1i4.226

Siqi Zhou1, Yangli Zhang2, Xiao Liu3, Yunhuan Wang1, Xiaoqin Shen2

1. Department of Education, Yibin University
2. School of Computer Science, Sichuan Normal University
3. The Experimental School Attached to Sichuan Normal University

Abstract

4C/ID model is a typical model that it develops students' complex ability. The effectiveness of 4C/ID model is approved by many scholars of vocational education and higher education fields. This research takes interactive self-introduce skill training of primary school English as an example, and relevant experiments were carried out based on the instructional design of 4C/ID model for the need of developing complex skill in elementary education. Research shows that 4C/ID model can be applied to develop primary English complex skills. Compared to other traditional English teaching model, 4C/ID model is beneficial to improve pupils' oral English ability, improve self-directed learning ability and close the achievement gap of students and so on. However, the deficiency of 4C/ID model is that it cannot improve students’ learning goal skill and it cannot strengthen students’ knowledge memory and so on.

Keywords

4C/ID, comprehensive learning, primary school English, oral English teaching, empirical research

References

[1] Jung L, Robert R, Zane O. The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Education Technology Research and Development. 2009; (1):61-77.
[2] Merriënboer J, Kirchner, Zhuyun Z. “Four elements teaching design model” under the background of subject teaching and teaching design. Open Learning Research. 2019; (3): 48-54+62.
[3] Hang L, Halszka J, Roland K, et al. Using sensors and augmented reality to train apprentices using recorded expert performance: A systematic literature review. Educational Research Review. 2018; (25):1-22.
[4] Rong Z. Constructing a design training model of distance teaching competency for higher education teachers based on complex learning perspective. Educational Technology Research. 2017; (6): 116-122.
[5] Merriënboer J, Kirchner. Comprehensive learning design — four elements and ten steps system method. Fuzhou: Fujian Education Press; 2012.
[6] Qiyu N, Lili L. Discussion on “cognitive load theory”-based whole-task design of complex learning. Modern Educational Technology. 2009; (3): 39-41+77.
[7] Yanjun Y, Feifei R, Aynur. STEM project design based on a holistic design method. Open Education Research. 2019; (8): 99-107.
[8] The ministry of education of the people’s republic of China. Compulsory Education English Curriculum Standards (The 2011 edition). Beijing: Beijing Normal University Press; 2012.
[9] Xianlong X, Zhixun Z, Yun J. Design and effectiveness of comprehensive learning for complex skills based on 4C/ID model. China Educational Technology. 2019; (10):124-131.
[10] Lixia J. The correlational research on the autonomous learning mode based on strategy training and spoken English proficiency. Modern Educational Technology. 2016; (10): 73-78.
[11] Boom G, Paas F, Merriënboer J. Reflection prompts and tutor feedback in a web-based learning environment: Effects on students' self-regulated learning competence. Computers in Human Behavior. 2004; 20(4): 551-567.

Copyright © 2020 Siqi Zhou, Yangli Zhang, Xiao Liu, Yunhuan Wang, Xiaoqin Shen

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License