调查串讲教师是否以及如何指导和支持学生在网络课程中进行自我调节练习

IF 1.3 0 MUSIC
Dora Utermohl de Queiroz, Guadalupe López-Íñiguez, Clarissa Foletto
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引用次数: 0

摘要

现有文献表明,在线音乐教师和教育工作者需要鼓励学生采取自我调节行为,以便在学习和表演中取得成功。本研究探讨了弦乐教师是否以及如何在网络课程中促进选定的自我调节学习(SRL)过程;具体而言,他们如何教授和支持学生自我调节练习的动机、自我效能感和任务策略。五名弦乐教师和七名处于不同音乐发展水平的学生参与了本研究。数据来源包括对教师的半结构式访谈和课程录音。我们采用基于自我调节学习理论的编码方案对数据进行了分析。我们的研究结果表明,教师采用了一些能间接促进学生自我调节练习的做法,如使用数字工具帮助制定练习计划、与学生讨论曲目、要求录音以激励学生练习等。然而,教师直接指导自我调节学习行为的方法并没有激发学生的反思,因此,学生元认知的发展并不理想。因此,本研究强调的一个重要意义是,在线音乐教育者利用二十一世纪的技术所创造的潜力,以及用更多以学生为中心的实践取代十九世纪传统音乐学习方法的迫切需要,其中自我调节学习发挥着核心作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating if and how string teachers instruct and support the self-regulation of students’ practice in online lessons
Existing literature indicates that music teachers and educators working online need to encourage students to adopt self-regulating behaviors to succeed in their learning and performance. This study examines if and how string teachers promote selected self-regulated learning (SRL) processes in online lessons; specifically, how they teach and support motivation, self-efficacy, and task strategies for the self-regulation of students’ practice. Five string teachers and seven students at different levels of musical development participated in this study. The data sources included semi-structured interviews with teachers and lesson recordings. We analyzed the data using a coding scheme based on self-regulated learning theory. Our findings report that teachers used practices that can indirectly contribute to the self-regulation of students’ practice, such as using digital tools to help plan practice, discussing repertoire with the student, and requiring recordings to motivate students to practice. However, teachers’ direct approaches to instructing self-regulated learning behaviors did not stimulate students’ reflection; consequently, the development of students’ metacognition was poor. Therefore, a prominent implication underscored by this study highlights the potential created when online music educators take advantage of twenty-first-century technologies and the outstanding need to replace some traditional nineteenth-century approaches to music learning with more student-centered practices in which self-regulated learning plays a central role.
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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