为学术准备不足的中学生授课

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
D. Perin, J. P. Holschuh
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引用次数: 18

摘要

在美国,只有25%至38%的中学教育毕业生是熟练的读者或作家,但许多人继续接受中学后教育,在那里他们学习旨在帮助他们提高基本学术技能的发展教育课程。然而,这一人群的结果很差,一个问题可能是教学方法需要改变。本章讨论了学业准备不足的中学后学生的教学方法,以及如何改变教学以提高学生的成绩。文献中报道了多种方法,包括离散技能教学、提供策略指导、结合新的和多种文字、采用学科和情境化方法、使用数字技术以及整合阅读和写作教学。然而,该领域尚未形成一个明确的理论框架或文献体系,指出如何改进这一领域的教学。根据我们对文献的阅读,我们建议未来的研究方向,这些方向可以为中学后准备不足的学生的教学变化提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching Academically Underprepared Postsecondary Students
Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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