基于国际比较的学习型社区的法律背景与接受程度

Judit Langer-Buchwald, Zsolt Langer
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引用次数: 0

摘要

“目前的趋势表明,更多的教育将在网上进行,包括基于项目的学习(PBL)。这种转变为学生之间的互动和合作开辟了新的可能性,允许学习的全球本地化和跨国际课堂的联系主义。过去两年的情况表明,许多在实体教室中促进PBL的成熟技术/工具并不能简单地转移到在线空间。因此,在考虑现有教学原则的同时,需要探索、调整和新开发在线促进的技术/工具。我们进行了三个案例研究,每个案例持续约3个月,其中来自纳米比亚、马来西亚和芬兰的小学生(5-7年级)在网上合作。在这些研究中,我们广泛关注促进过程,通过试错方法探索不同的技术/工具。我们以自己在实体教室中促进和教学的经验为指导,不断反思对在线环境的适应,同时咨询各个领域的理论提出和经验支持的建议。对于每个案例研究,我们都用视频记录了课程的计划、课程本身以及之后的反思。除了分析这些视频,我们还利用了在研究结束时与学生进行的焦点小组访谈。基于这些数据,我们提出了促进技术/工具,包括会议的结构(例如,破冰船的重要性,活动的多样性和数字工具的导航),以及与气候相关的方面(例如,学生与学生的互动)。“2011年之后,匈牙利公共教育的调色板上出现了一种新的替代教育形式:为作为私立学生参加替代教育或主流教育的学生提供替代教育的学习社区。学习型社区不是传统意义上的学校,但我们可以将其简化为更有组织的家庭教育。不同国家的学习社区的条件和与义务教育有关的规定各不相同,私立学生的法律关系在允许或限制私立学生地位方面也存在差异。学习社区作为一种替代的教育方式已经出现在更多的欧洲国家,甚至在欧洲之外,本研究讨论了三个欧洲国家-奥地利,匈牙利和罗马尼亚-他们如何规范义务教育的实现,以及他们如何允许私立学生的规定,以及教育治理对这种新形式的替代教育的态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE LEGAL BACKGROUND AND ACCEPTANCE OF LEARNING COMMUNITIES BASED ON INTERNATIONAL COMPARISON
"Current trends indicate that more schooling will take place online, including project-based learning (PBL). This shift opens new possibilities for interactions and collaborations among students, allowing for glocalization of learning and connectivism across international classrooms. The last two years have shown that many well-established techniques/tools for facilitating PBL in physical classrooms are not simply transferable to the online space. Thus, techniques/tools for online facilitation need to be explored, adapted, and newly developed, whilst considering existing pedagogical principles. We conducted three case studies lasting approximately 3 months each, in which primary school students (Grade 5-7) from Namibia, Malaysia, and Finland collaborated in online sessions. Throughout these studies we focused extensively on the facilitation process, exploring different techniques/tools with a trial-and-error approach. We were guided by our own experiences in facilitating and teaching within physical classrooms, and continuously reflected on the adaptation to online settings, whilst consulting theoretically-proposed and empirically-supported suggestions from various fields. For each case study, we video recorded the planning of the sessions, the sessions themselves, and the reflection afterwards. In addition to analyzing these videos, we also drew upon focus group interviews that were conducted with students at the end of the studies. Based on this data, we present facilitation techniques/tools, including the structuring of sessions (e.g., the importance of icebreakers, variety in activities, and navigation of digital tools), as well as aspects relevant to the climate (e.g., student-student interactions, "After 2011 a new alternative educational form appeared on the palette of Hungarian public education: learning communities that provide alternative education for schoolchildren who take part in alternative or mainstream education as private pupils. The learning communities are not schools in the traditional way, but we can simplify it as home-schooling in a more organized way. The conditions of learning communities and regulations in connection with the fulfilment of compulsory education vary in different countries and there is a difference in private pupils’ legal relationship in regard to how permissive or restrictive the status of being a private pupil is. The learning community as an alternative way of education has appeared in more European countries and even beyond Europe, this research discusses three European countries – Austria, Hungary and Romania – the way they regulate the fulfilment of compulsory education and their regulations in how they permit being a private pupil, as well as the attitude of educational governance towards this new form of alternative education."
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