以数字故事促进学生21 世纪技能发展———基于对芬兰“ 数字故事冶研究的分析

Digital Storytelling in Teaching: An Analysis of the CICERO Projects in Helsinki University

信息化和全球化时代对教育提出新挑战，要求学校变革教学方式以适应时代需求。在众多教育 革新尝试中，数字故事以其在发展学生21 世纪技能方面的突出优势，正在成为诸多发达国家不断探索和尝试的 新型教学方式。芬兰赫尔辛基大学2012 年起牵头并发起了两项数字故事研究，并在教育实践中加以应用。通 过对赫尔辛基大学数字故事研究过程的参与以及对研究人员的访谈，本研究尝试对其研究成果进行分析，为国 内数字故事研究和应用提供借鉴。研究者首先提出了全球分享式教学法作为数字故事的理论框架，定义了数字 故事的四个关键因素，即知识与技能的创获、合作、交流和数字化素养，为数字故事教学法在实践中的应用提供 指导。通过实验，研究者发现数字故事在教学中适合与探究式学习相结合，可用于多种学科教学，并能够沟通正 式和非正式学习环境。研究者还提出数字故事教学的四大实践模块，包括明确课程任务、在探究中采集视频信 息、制作数字故事，以及分享、评价和反思。最后，本研究通过对数字故事与微课程的异同分析，认为数字故事能 够更好地与传统课堂教学相融合，但同时也对教育提出了新的变革要求。要将数字故事应用于教学实践，需要 转变传统的师生关系，教师应由主导者转变为课堂指导者和协助者，在学习过程中强调学生的主动探究和参与， 并转变传统的评价方式为多元主体、多元内容和注重过程的评价。

The development of information technologies and the trend of globalization have set new challenges and requirements for education reform. The concept of 21st-century skills is proposed to meet the challenges and researchers are looking for new ways of teaching to promote students’　21st-century skills. As a way to express one’s personal narratives， digital storytelling was first originated from the art revolution in the U. S during the 1980s. It was then introduced into teaching because of its advantages in developing students’　21st-century skills. This paper aims to introduce and analyze some of the leading research projects in digital storytelling to enrich and benefit domestic research in China. Two projects， Mobile Video STEM Inquiries and Boundless Classroom， launched by CICERO Learning Network in Helsinki University from 2012 to 2013 were selected for analysis in this paper. We interviewed CICERO Learning Network researchers and collected reports and journal articles about their research. In this article， we describe main research results from CICERO. Based on the experiments that are carried out both in Finland and internationally， researchers in CICERO Learning Network defined how digital storytelling should be used to promote students’　21st-century skills by connecting the formal and informal learning environments， and building an international classroom. Four main modules， which include clarifying the tasks of the lesson， learning based on inquiry and shooting video of the process， making digital stories in a group or individually， sharing， evaluating and reflecting on the digital stories， are given out to guide teachers to apply digital stories in their classroom. Researchers of the two projects found that the lessons that applied digital storytelling method could be challenged regarding discipline and technical problems. Thus， teachers’　leadership as well as technical improvement in Internet and server ability of MoViE platform are proposed as the solutions. Global sharing pedagogy is used as the theoretical framework and four elements， knowledge and skills creation， collaboration， networking and digital literacy， are the emphasis during the process of using digital stories to teach. This paper made further comparison between digital storytelling and micro-lectures and pointed out that they share some characters in common， such as short and specific video content， requirement for the support of multi-media equipment and the internet， and setting connections between formal and informal learning environments. However， in digital storytelling， the relationship between videos and learners is different than that in micro-lectures. Students learn through designing， making and evaluating videos made by themselves as well as by their peers’　in digital storytelling， while they learn by choosing and watching videos in micro lecture. Thus， this paper came to the conclusion that digital storytelling can be integrated into traditional classroom teaching but requires reform in the teacher -student relationship， as well as ways of learning and evaluation. To be more specific， to apply this new method of teaching in Chinese classrooms， the traditional teacher-student relationship should be transformed and teachers should act as leaders and coordinators of classes. Meanwhile， students’　active learning， inquiry learning， and engagement should be encouraged. At last， multi-subject evaluations， which include students’　self-assessments and peer assessments， as well as process evaluations should be used in teaching.