混合教学法,在标准化写作测试时代培养快乐而有创造力的小作家

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Deb Brosseuk
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引用次数: 0

摘要

全球趋势表明,写作教学的重点是以技能为基础的方法,让孩子们为高风险的标准化考试做准备。在低年级,教师们正在努力寻求一种更好的平衡,既要让孩子们为这些考试做好准备,又要满足他们的教学责任感,教他们成为快乐的、有创造力的写作者。本文以 "LAUNCH "教学框架为框架,探讨了一位澳大利亚预科教师的写作教学。论文利用视频和音频记录以及儿童制作的手工艺品,探讨了这一框架对十四名五六岁儿童写作经验的影响。Basil Bernstein 的可见和不可见教学法提供了理论框架。研究结果表明,幼儿教师可以将两种教学法结合起来,在培养儿童的想象力和创造力的同时,教导他们成为熟练而自信的写作者。鉴于目前围绕儿童写作经验的辩论往往与高风险、标准化考试的写作联系在一起,这一点意义重大。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Mixing Pedagogies to Cultivate Joyful and Creative Young Writers in an Era of Standardised Writing Tests

Mixing Pedagogies to Cultivate Joyful and Creative Young Writers in an Era of Standardised Writing Tests

Global trends suggest that teaching writing focuses on a skills-based approach to preparing children for high-stakes standardised tests. In the early years, teachers are grappling with finding a better balance between preparing children for such tests and satisfying their sense of pedagogic responsibility to teach them to become joyful, creative writers. This paper explores an Australian Preparatory teacher’s teaching of writing framed by the pedagogic framework LAUNCH. Using video and audio recordings, as well as children-made artefacts, the paper considers the impact of this framework on the writing experiences of fourteen five- and six-year-old children. Basil Bernstein’s visible and invisible pedagogies provide the theoretical frame. Findings assert that a pedagogic mix allows early years teachers to teach children to be skilled and confident writers while nurturing their imaginations and creativity. This is significant given that current debates around children’s writing experiences are often tied to high-stakes, standardised test-based writing.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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