重新定义低成就高中生的自主:台湾课堂的合作学习

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Thi-Gam Phan, Wei-Yu Liu
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引用次数: 0

摘要

摘要本研究支持相互依存作为自主特征的观点,这一观点重视了英语课堂中低能学生的自主发展。根据努南自主发展的五个层次,修改了自主量表,监测低成就学习者的自主性。本行动研究探讨合作学习的教学设计,以提高低年级学生的自主性。台湾花莲县某职业高中29名低年级学生中的20名作为目标参与者。通过观察和群体焦点访谈的结果表明,群体内互动的质量影响目标参与者的自主倾向,决定目标参与者的需求是否得到满足。在这项研究中,由领导者分配的小组中,目标参与者可以访问可用的“资源”(领导者),而无需将自己暴露给老师来完成他们的个人/集体目标,从而产生这些互动。这表明他们对自己的学习负有更大的责任。本研究可以为从业者重新定义低年级学生的自主性提供一个启发性的视角。关键词:学习者自主;相互依存;协作学习;低年级学生;数据可用性声明作者将根据要求提供成绩单(请联系通讯作者)。为了保护学生的匿名性,作者不会提供视频记录或观察数据。没有机构、补助金或基金支持这项研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Redefining autonomy in low-achieving high-school students: Collaborative learning in Taiwan-context classrooms
AbstractThe study endorses the idea of interdependence as a trait of autonomy, which dignifies low-achieving students’ autonomy developed in English-language classrooms. A modified autonomy scale, adapted from Nunan’s five levels of autonomy development, monitored low-achieving learners’ autonomy. This action research explores the pedagogical design of collaborative learning to improve low-achieving students’ autonomy. Twenty low-achieving students (out of 29) as target participants come from a vocational high school in Hualien County, Taiwan. The result via observation and group-focus interviews displayed that the quality of intra-group interactions, deciding whether target participants’ need was satisfied, influences target participants’ tendency to be autonomous. In this study, leader-assigned groups where target participants could access available ‘resources’ (leaders) without exposing themselves to teachers to complete their individual/collective goals could produce those interactions. This indicates their greater responsibility for their learning. This study could provide an inspiring perspective for practitioners to redefine autonomy in low-achieving students.Keywords: Learner autonomyinterdependencecollaborative learninglow-achieving studentsenglish learning Disclosure statementThe authors report there are no competing interests to declare.Data availability statementThe authors will make transcripts available upon request (please contact the corresponding author). To protect students’ anonymity, the authors will not make available video recordings or observation data.Additional informationFundingNo agency, grants, or funding supported this research.
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来源期刊
Journal of Educational Research
Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.50
自引率
0.00%
发文量
26
期刊介绍: The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.
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