如何在小学设计包容性的读写和计算学习?

A. Widodo, D. Indraswati
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引用次数: 1

摘要

经验事实表明,读写能力和计算能力是非常多样化的。本研究旨在根据学生能力的多样性分析全纳学习的设计。研究地点为龙目岛中心Selebung 2 SDN。所使用的研究类型是案例研究。使用观察、访谈、问卷调查和文件收集数据。研究结果发现,包容性识字和算术学习模式是在正确的水平(TaRL)教学。根据学生的能力水平,他们被分成几个小组。TaRL学习模式的阶段包括初始评估、学生分组和按水平学习。基于层次的学习模式的应用在学习过程中显示出改进。从学生读写和计算能力的提高,以及大量学生对基于能力水平的学习做出积极反应,可以看出该模式应用成功的指标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
HOW TO DESIGN INCLUSIVE LITERACY AND NUMERACY LEARNING IN ELEMENTARY SCHOOLS?
Empirical facts show that literacy and numeracy abilities are very diverse. This study aims to analyze the design of inclusive learning according to the diversity of students' abilities. The research location is SDN Selebung 2, Central Lombok Regency. The type of research used is a case study. Collecting data using observation, interviews, questionnaires, and documentation. The results of the study found that the inclusive literacy and numeracy learning model was teaching at the right level (TaRL). Students are divided into several groups according to their ability level. The stages of the TaRL learning model include initial assessment, grouping students, and learning according to level. The application of the level-based learning model shows an improvement in the learning process. Indicators of the success of the application of the model can be seen from the increase in students' literacy and numeracy skills, as well as the large number of students who give positive responses to ability level-based learning.
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