学生老师看到的和学习者看到的一样吗?-在设计工作表时避免教学不协调

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Rinelle Evans, A. Cleghorn
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引用次数: 3

摘要

或作为家庭作业分配。我们在观察后的讨论表明,在教师教育计划中,实施精心编制的工作表的重要性通常没有得到充分认识,这些学生教师也没有被指导设计可以支持识字的工作表。他们倾向于不分青红皂白地起草或打印一份“工作表”,这似乎是为了娱乐或让学习者忙碌,而不是加强学习。我们也注意到,明智的背景:明智地使用工作表应该有助于建立识字能力,这对教师和学习者都不是教学语言母语使用者的多语言课堂具有特殊意义。工作表的教学意图和学习者对信息的解释之间的差异往往会造成教学不和谐。目的和设置:这项嵌套研究的目的是确定学生教师在选定的南非城市小学进行工作整合学习期间所执行的工作表的质量和(错误)使用情况。设计和方法:使用自行设计的网格,在视觉民族志的基础上对45张工作表进行了定性文件分析。这些课文是由学生教师为6至9岁的儿童准备的识字、算术和生活技能课程。用于简单分析的标准包括年龄组的适宜性、视觉复杂性、语言使用的准确性、文化兼容性、布局、说明的清晰度以及与预期学习结果的一致性。研究结果:研究结果表明,仓促的概念化和创建,或者不恰当地选择了用作学习支持材料的工作表。除了由于任务制定不当而造成的语言障碍外,工作表通常对文化不敏感,语法不准确,再加上技术和设计缺陷。这些缺陷破坏了大多数工作表的教学目的,并产生了教学不和谐。结论和对教师教育的影响:精心制作和实施工作表,再加上良好的语言和识字原则内容知识,将缓解学习者的困惑,增加学习机会。我们的立场是,精心设计的工作表应该有重点,并与教学语言的识字和学习直接联系起来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets
or assigned as homework. Our post-observational discussions suggested that the importance of implementing a carefully crafted worksheet is generally not fully recognised in teacher education programmes and these student teachers had not been guided to design worksheets which could support literacy acquisition. They were inclined to draft or print off a ‘worksheet’ indiscriminately which seemed to entertain or keep learners busy rather than enhancing learning. We noted too that the judicious Background: The judicious use of worksheets ought to contribute to the establishment of literacy, with a special significance for multilingual classrooms where neither teachers nor learners are mother tongue speakers of the instructional language. Disparity between the pedagogical intention of the worksheet and learners’ interpretation of the message often creates instructional dissonance. Aim and setting: The aim of this nested study was to establish the quality, and (mis)use of worksheets as implemented by student teachers during their work-integrated learning stint in selected urban South African primary schools. Design and methodology: Using a self-designed grid, a qualitative document analysis underpinned by visual ethnography was conducted on 45 worksheets. These texts were prepared by the student teachers for literacy, numeracy and life skills lessons offered to 6- to 9-year-olds. Criteria used for the simple analysis included appropriateness for the age group, visual complexity, accuracy of language use, cultural compatibility, layout, clarity of instructions and alignment with expected learning outcomes. Findings: Findings suggested the hasty conceptualisation and creation, or inappropriate choice of worksheets used as learning support material. Apart from linguistic barriers because of poorly formulated tasks, the worksheets were generally culturally insensitive, and contained grammatical inaccuracies compounded by technical and design shortcomings. These lacunae defeated the pedagogical purpose of most worksheets and generated instructional dissonance. Conclusion and implications for teacher education: The careful crafting and implementation of worksheets coupled with sound content knowledge of language and literacy principles would alleviate learner bafflement and enhance the learning opportunity. We take the position that well-designed worksheets should serve a focused purpose and link directly to literacy and learning of the instructional language.
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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