教学触觉:在“开放式教室”中为个性化教学组织一个封闭的互动空间

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Tanya Tyagunova , Georg Breidenstein
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引用次数: 0

摘要

本文关注的是在德国小学“开放式教室”个性化学习的背景下,触摸与身体和谈话相结合,作为教师教学组织的一种资源。根据对一所这样的学校中教师和学生之间自然发生的互动的视频观察,我们分析了教师在开放式教室中的教学实践的具体特点,在开放式教室中,每个学生通常都忙于他或她的个人任务。分析揭示了触摸在教师的教学实践中发挥重要作用的两个方面,因为他们控制、指导和支持学生单独完成学习任务:使用触摸作为建立和关闭本地互动空间的资源,以及使用触摸作为教学资源。这种个性化教学的具体特征预设并要求参与者进行相当密切的身体接触和“嵌套编队”,这与队列教学形式的教师主导活动不同。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’

The article focuses on the use of touch, in concert with body and talk, as a resource for the organisation of teacher instruction in the context of individualised learning in ‘open classrooms’ in German primary schools. Drawing on video observations of naturally occurring interactions between teachers and students in one such school, we analyse what is specific to teachers' instructional practices in open classrooms, a setting where each student is typically occupied with his or her individual task. The analysis reveals two aspects of using touch that play an important role in the instructional practices of teachers as they control, guide, and support students working individually on their learning tasks: the use of touch as a resource for establishing and closing a local interaction space and the use of touch as an instructional resource. The embodied characteristics of this kind of individualised instruction presuppose and commit the participants to rather close bodily contact and ‘nested formations’ that are different from the teacher-fronted activities of the cohort teaching format.

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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
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