历史策略教学:问题-解决-效果分析、时间线、词汇教学。

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 1993-02-01 DOI:10.1177/001440299305900405

D Kinder, W Bursuck

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引用次数: 21

摘要

本研究旨在探讨强调知识关联的历史策略教学在初中生行为障碍教学中的效果。干预包括3个班级的24名学生和3名教师，为期3-6周。该策略包括一个脚本化的课程，其中包括活跃的师生交流;学生记笔记、构建时间线和词汇定义;用一本精心挑选的历史教科书，互相提问。结果表明，历史策略是有效的;与采用传统历史教学的基线教学相比，每个班级的学生都表现出直接的、显著的教育上的进步。

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History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction.

This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3–6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.