议论文型教学的个案研究

İ. Gencel, Murat Ilıman
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引用次数: 1

摘要

这个定性的单一整体案例研究是对学生在以论证为基础的教学过程中的观点和经验的分析,可以为进一步发展以论证为基础的教学设计提供潜在的见解。本研究的参与者是马尔马拉地区一所公立学校11年级的14名学生。通过半结构化访谈和教学日志收集数据。在这项研究中,确定参与者对议论文教学的看法普遍是积极的。他们主要描述了基于论证的学习是有趣和有效的,它使他们不必记忆就能学习。另一方面,课程持续时间的不足和学生之间的一些冲突被参与者认为是消极的方面。这个定性的单一整体案例研究是对学生在以论证为基础的教学过程中的观点和经验的分析,可以为进一步发展以论证为基础的教学设计提供潜在的见解。本研究的参与者是马尔马拉地区一所公立学校11年级的14名学生。通过半结构化访谈和教学日志收集数据。在这项研究中,确定参与者对议论文教学的看法普遍是积极的。他们主要描述了基于论证的学习是有趣和有效的,它使他们不必记忆就能学习。另一方面,课程持续时间的不足和学生之间的一些冲突被参与者认为是消极的方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A case study on argumentation based teaching
This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacey of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacey of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.
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