The application of three exotropic theories in education

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Mind Culture and Activity Pub Date : 2020-07-02 DOI:10.1080/10749039.2020.1794008

Bronwyn Parkin, Helen Harper

引用次数: 1

Abstract

ABSTRACT The complementary theories of Vygotsky, Halliday, and Bernstein are applicable in all fields of human activity. Our interest is in the education field, specifically pedagogy for marginalized students. In analyzing classroom interactions, we draw on all three theories. From these comes an understanding of the broadest goals of education, that is culture and social inclusion, and the central role of language in participation in activity systems. In this paper, we expand on the aspects of the complementary theories drawn on for our work. Through extracts of classroom dialogue, we demonstrate how the theories support our tracking of effective pedagogy.

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三种开放理论在教育中的应用

维果茨基、韩礼德和伯恩斯坦的互补理论适用于人类活动的各个领域。我们的兴趣是教育领域，特别是边缘化学生的教育学。在分析课堂互动时，我们借鉴了这三种理论。从中可以理解教育的最广泛目标，即文化和社会包容，以及语言在参与活动系统中的核心作用。在这篇论文中，我们扩展了为我们的工作所借鉴的互补理论的各个方面。通过课堂对话的摘录，我们展示了这些理论如何支持我们对有效教学法的跟踪。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mind Culture and Activity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

15.80%

发文量

期刊介绍： Mind, Culture, and Activity (MCA) is an interdisciplinary, international journal devoted to the study of the human mind in its cultural and historical contexts. Articles appearing in MCA draw upon research and theory in a variety of disciplines, including anthropology, cognitive science, education, linguistics, psychology, and sociology. Particular emphasis is placed upon research that seeks to resolve methodological problems associated with the analysis of human action in everyday activities and theoretical approaches that place culture and activity at the center of attempts to understand human nature.