Abstract
In the situation of sudden disasters, linguistic communication became a key part of disaster research. Both China and the West emphasized the importance of disaster education, and the development of emergency language courses in universities has become an important concern in the above context. This study constructs an emergency language course based on the situational teaching theory to improve the emergency language competence of Chinese university students. Firstly, the curriculum was designed using the situational teaching method, based on which the 4 units of the emergency situation design were used to prepare the draft of the curriculum. Then the content validity of the curriculum was reviewed by experts, finally form the capability indicators of emergency language talent and the simulation-oriented emergency language curriculum
Publisher
Salud, Ciencia y Tecnologia
Reference50 articles.
1. 1. Ajani, O. The role of experiential learning in teachers’ professional development for enhanced classroom practices. Journal of Curriculum and Teaching, 12(4), pp. 143-155. https://doi.org/10.5430/jct.v12n4p143
2. 2. Binti Pengiran, P. H. S. N., & Besar, H. Situated learning theory: The key to effective classroom teaching? HONAI, 1(1), pp. 49-60. https://www.journals.mindamas.com/index.php/honai/article/view/1022
3. 3. Bourrier, M. Risk communication 101: A few benchmarks. In C. Bieder & M. Bourrier (Eds.), Risk communication for the future (pp. 13-26). Springer.
4. 4. Bowen, R. S. The benefits of using backward design. Understanding by design (pp. 11-43). Vanderbilt University Center for Teaching.
5. 5. Brown, J. S., Collins, A., & Duguid, P. Situated cognition and the culture of learning. Educational Researcher, 18(1), pp. 32-42. https://doi.org/10.3102/0013189X018001032