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首页> 外文期刊>Cogent Education >“Playin” the changes’—A jazz approach to researching student-teachers’ PowerPoint presentations
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“Playin” the changes’—A jazz approach to researching student-teachers’ PowerPoint presentations

机译：“播放”变化” —一种研究学生教师PowerPoint演示文稿的爵士方法

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The current study aims to interpret student-teachers’ PowerPoint presentations using concepts derived from jazz improvisation. The purpose of the study is to acquire insight on how knowledge is instantiated in action in a ubiquitous educational setting. If musical lead sheets depict the draft model that provides players with a framework for improvising, Power Point slides may be studied in terms of their properties as an improvisational framework. Works for performance vary in their constitutive properties, differing in terms of how much slack is left for the performer’s interpretation. The concepts of horizontal and vertical playing are adopted to study the performance of the student teachers’ PowerPoints slides. A vertical approach involves elaborating and expanding on the constituent parts of the slides, whereas a horizontal approach involves connecting the pre-formed elements into coherent linear phrases. The outcome of the study is a model with a double matrix that supports a reflection on how curricula are transformed by being pre-formed and performed. Since the model illustrates the students agentive re-shaping of curricula, the model is aligned with the essential teaching skills conceptualised as Pedagogical content knowledge (PCK). In view of PCK, improvisation should be considered a skill that is required to mediate the transformation of the pre-formed during performance. Empirical data are collected by video recording music students’ presentations of music lessons planned for their practicum placement.
机译：当前的研究旨在使用爵士即兴创作的概念来解释学生教师的PowerPoint演示文稿。这项研究的目的是了解在无处不在的教育环境中如何在行动中实例化知识。如果音乐铅版纸描述了为演奏者提供即兴框架的草稿模型，则可以将Power Point幻灯片作为即兴框架进行研究。表演作品的本构性质各异，在表演者的解释余地上也有所不同。采用水平和垂直播放的概念来研究学生教师的PowerPoint幻灯片的效果。垂直方法涉及在幻灯片的组成部分上进行详细说明和扩展，而水平方法则涉及将预先形成的元素连接成连贯的线性短语。该研究的结果是一个具有双重矩阵的模型，该模型支持对课程的预成型和执行方式进行转换的思考。由于该模型说明了学生对课程进行的有意义的重塑，因此该模型与被概念化为教学内容知识（PCK）的基本教学技能保持一致。鉴于PCK，即兴演奏应被视为在表演过程中调解预成型件的转换所需的技能。经验数据是通过录制音乐学生视频录音来收集的，这些视频音乐演讲是为他们的实习安排的。

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