小学生语言技能的发展:神经教学法在立陶宛语文课上的应用

Akvilė Dominyka Cicėnaitė-Milaševičiūtė, Agnė Juškevičienė
{"title":"小学生语言技能的发展:神经教学法在立陶宛语文课上的应用","authors":"Akvilė Dominyka Cicėnaitė-Milaševičiūtė, Agnė Juškevičienė","doi":"10.48127/SPVK-EPMQ/20.12.58","DOIUrl":null,"url":null,"abstract":"Neurodidactics, which is grounded on integration of neurosciences into the educational process, and its contribution to education have been more and more extensively analysed lately. The scholarly literature distinguishes four principles of neurodidactics: linking of new information with the already possessed one; revision; positive emotions; information assimilation employing several senses is important for development of school learners’ linguistic abilities. Taking into account significantly lower learning outcomes of Lithuanian as the state language, which were observed among national minority learners, and responding to the unified primary education curriculum of Lithuanian language for schools with Lithuanian as the language of instruction and for national minority schools, which entered into force in 2016, attempts are made to search for well-targeted and neuroscience-based ways of language education. Therefore, the goal of the research is to theoretically substantiate and empirically investigate the development of primary learners’ linguistic abilities applying neurodidactic principles. The phenomenographic research strategy was used to attain the research goal employing the semi-structured interview with Lithuanian teachers from national minority schools. The empirical data was analysed applying the content analysis. \n The obtained results allow stating that during the lessons only two senses (i.e., sight and hearing) are mainly considered aiming at development of linguistic abilities. While revising the material learnt in the classroom, all the linguistic abilities are developed but revising this material at home the focus is laid only on one of the abilities. It was also revealed that speaking the state language evoked negative emotions to national minority learners. \nKeywords: development of linguistic abilities, application of neurodidactic principles, primary school learners, schools of national minorities.","PeriodicalId":115850,"journal":{"name":"ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY","volume":"81 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"DEVELOPMENT OF PRIMARY SCHOOL STUDENT LANGUAGE SKILLS: APPLICATION OF PRINCIPLES OF NEURODIDACTICS IN LITHUANIAN LANGUAGE CLASSES\",\"authors\":\"Akvilė Dominyka Cicėnaitė-Milaševičiūtė, Agnė Juškevičienė\",\"doi\":\"10.48127/SPVK-EPMQ/20.12.58\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Neurodidactics, which is grounded on integration of neurosciences into the educational process, and its contribution to education have been more and more extensively analysed lately. The scholarly literature distinguishes four principles of neurodidactics: linking of new information with the already possessed one; revision; positive emotions; information assimilation employing several senses is important for development of school learners’ linguistic abilities. Taking into account significantly lower learning outcomes of Lithuanian as the state language, which were observed among national minority learners, and responding to the unified primary education curriculum of Lithuanian language for schools with Lithuanian as the language of instruction and for national minority schools, which entered into force in 2016, attempts are made to search for well-targeted and neuroscience-based ways of language education. Therefore, the goal of the research is to theoretically substantiate and empirically investigate the development of primary learners’ linguistic abilities applying neurodidactic principles. The phenomenographic research strategy was used to attain the research goal employing the semi-structured interview with Lithuanian teachers from national minority schools. The empirical data was analysed applying the content analysis. \\n The obtained results allow stating that during the lessons only two senses (i.e., sight and hearing) are mainly considered aiming at development of linguistic abilities. While revising the material learnt in the classroom, all the linguistic abilities are developed but revising this material at home the focus is laid only on one of the abilities. It was also revealed that speaking the state language evoked negative emotions to national minority learners. \\nKeywords: development of linguistic abilities, application of neurodidactic principles, primary school learners, schools of national minorities.\",\"PeriodicalId\":115850,\"journal\":{\"name\":\"ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY\",\"volume\":\"81 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.48127/SPVK-EPMQ/20.12.58\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.48127/SPVK-EPMQ/20.12.58","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

近年来,以神经科学融入教育过程为基础的神经教学法及其对教育的贡献得到了越来越广泛的分析。学术文献将神经教学区分为四个原则:将新信息与已有信息联系起来;修订;积极情绪;多感官信息同化对学校学习者语言能力的发展具有重要意义。考虑到在少数民族学习者中观察到立陶宛语作为国家语言的学习效果明显较低,并响应2016年生效的以立陶宛语为教学语言的学校和少数民族学校统一的立陶宛语小学教育课程,试图寻找有针对性和基于神经科学的语言教育方式。因此,本研究的目的是运用神经教学原理,从理论上证实和实证研究初级学习者语言能力的发展。本研究采用现象学研究策略,对来自少数民族学校的立陶宛籍教师进行半结构化访谈,以达到研究目的。运用内容分析法对实证数据进行分析。所获得的结果表明,在课程中,针对语言能力的发展,只主要考虑两种感官(即视觉和听觉)。在复习课堂上所学的材料时,所有的语言能力都得到了发展,但在家里复习这些材料时,重点只放在其中一种能力上。少数民族学习者使用国家语言会产生负面情绪。关键词:语言能力发展,神经教学原则的应用,小学生,少数民族学校
本文章由计算机程序翻译,如有差异,请以英文原文为准。
DEVELOPMENT OF PRIMARY SCHOOL STUDENT LANGUAGE SKILLS: APPLICATION OF PRINCIPLES OF NEURODIDACTICS IN LITHUANIAN LANGUAGE CLASSES
Neurodidactics, which is grounded on integration of neurosciences into the educational process, and its contribution to education have been more and more extensively analysed lately. The scholarly literature distinguishes four principles of neurodidactics: linking of new information with the already possessed one; revision; positive emotions; information assimilation employing several senses is important for development of school learners’ linguistic abilities. Taking into account significantly lower learning outcomes of Lithuanian as the state language, which were observed among national minority learners, and responding to the unified primary education curriculum of Lithuanian language for schools with Lithuanian as the language of instruction and for national minority schools, which entered into force in 2016, attempts are made to search for well-targeted and neuroscience-based ways of language education. Therefore, the goal of the research is to theoretically substantiate and empirically investigate the development of primary learners’ linguistic abilities applying neurodidactic principles. The phenomenographic research strategy was used to attain the research goal employing the semi-structured interview with Lithuanian teachers from national minority schools. The empirical data was analysed applying the content analysis. The obtained results allow stating that during the lessons only two senses (i.e., sight and hearing) are mainly considered aiming at development of linguistic abilities. While revising the material learnt in the classroom, all the linguistic abilities are developed but revising this material at home the focus is laid only on one of the abilities. It was also revealed that speaking the state language evoked negative emotions to national minority learners. Keywords: development of linguistic abilities, application of neurodidactic principles, primary school learners, schools of national minorities.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信