泰国幼儿高范围合作行为研究

IF 0.8 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY
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引用次数: 2

摘要

在21世纪,合作行为对人类的生活、工作和社会都非常重要。世界各地的教育工作者都认识到,这是成功解决不复杂问题和可持续和平生活的最关键因素之一。本研究是在泰国幼儿课堂的背景下进行的。目的是:1)比较实施HighScope方法前后幼儿学生的合作行为得分;2)通过HighScope方法分析幼儿学生的协作行为。本研究采用混合研究方法。采用分析描述法进行前测后测对照组设计。实验组采用整群随机抽样的方法从84名学生中抽取42名学生,对照组42名学生。他们在2019学年的第一学期在孔开大学示范学校学习了水墨画。研究工具包括课程计划、合作行为评估表、现场笔记和相机。数据由3名评分者对学生的合作行为进行盲评,3名研究者进行实地笔记和拍照。通过统计学(均值、S.D.、t检验)和Holz(2013)框架对数据进行分析。结果表明,实验组学生合作后行为得分(平均值=3.71,S.D.=0.06)高于合作前行为得分(均值=3.45,S.D.=0.06),具有0.01的统计学意义,t值为5.46,情感感知和冲突解决是形成思维合作习惯的基础。教师和教育工作者可以使用HighScope方法来设计有意义地促进学生合作学习的教学活动
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early Childhood Cooperative Behaviors through HighScope Approach in Thailand
Cooperative behaviors are very important for human lives, works and society in 21st century. It has been recognized by educators around the world that is a one of the most crucial factors for successful in complex problem solving and sustainable peaceful lives. This research was conducted in the context of Thai early childhood classroom. The objectives were to 1) compare the early childhood students’ scores of cooperative behaviors before and after the implementation of HighScope approach and to 2) analyze the early childhood students’ cooperative behaviors through the HighScope approach. Mixed research methodology was employed in this study. The pretest-posttest control group design was conducted mixing by the analytic description method. The experimental group consisted of 42 students from 84 students by cluster random sampling and the control group consisted of 42 students. They were studied in kindergarten during the first semester of the 2019 academic year at the Khon Kaen University Demonstration School. The research instruments consisted of lesson plans, cooperative behavior evaluation form, field notes, and a photo camera. Data were collected by 3 raters blind evaluating the students’ cooperative behavior, and 3 researchers taking field notes and photos. The data were analyzed by statistics (mean, S.D., t-test), and framework of Holz (2013). The results revealed that the experimental group students’ post- cooperative behavior score (mean = 3.71, S.D. = 0.06) higher than the pre-cooperative behavior score (mean = 3.45, S.D. = 0.06) with the statistical significance at the level of .01 and t-value of 5.46. Moreover, they demonstrated cooperative behaviors: social skills, expression of ideas, choice and decision making, feeling perception and conflict resolution, which are basis to form cooperative habit of mind. Teachers and educators could use HighScope approach to design instructional activities that promote students’ cooperative learning meaningfully
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来源期刊
FWU Journal of Social Sciences
FWU Journal of Social Sciences SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
1.50
自引率
57.10%
发文量
30
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