给三年级学生当历史学科素养的学徒

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2020-07-30 DOI:10.1080/19388071.2020.1789249

R. Hughes

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引用次数: 6

摘要

摘要在这项研究中，我试图了解一位三年级专家教师在指导学生阅读、分析和使用历史证据时的实践的学科性质。使用案例研究方法，我利用课堂观察数据、教师访谈和课堂工件来确定教师指导学生进行与历史思维概念相关的实践的例子。我发现老师通过讨论历史叙述的构建性质，让学生参与学科素养实践；允许学生使用启发法、工具和教学顺序来分析主要来源；以及让学生在调查过程中根据证据提出主张。本文强调了在小学进行学科素养教学的可能性。

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Apprenticing Third Graders in Disciplinary Literacy in History

ABSTRACT In this study, I sought to understand the disciplinary nature of an expert third-grade teacher’s practice as she apprenticed students into ways of reading, analyzing, and employing historical evidence. Using a case study methodology, I draw on classroom observation data, teacher interviews, and classroom artifacts to identify instances where the teacher apprenticed the students into practices related to historical thinking concepts. I found the teacher engaged students in disciplinary literacy practices through discussing the constructed nature of historical accounts; allowing students to analyze primary sources using heuristics, tools, and instructional sequence; and engaging students in making claims from evidence over the course of the inquiry. This paper highlights the possibilities for disciplinary literacy instruction in elementary schools.

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.