肯尼亚奈洛比县学前学生的社会研究课程与合作:探讨教学方法的有效性

Ganira Khavugwi Lilian, O. Paul, Gatumu Jane Ciumuari, Muasya Njeri Juliet
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引用次数: 11

摘要

在社会研究课程中有效地运用教学方法,为学前学习者发展合作关系、在社会中持续共存打下基础。适当采用教学方法有助于管理行为倾向,以建立建设性的社会关系。采用适当的教学方法减少和避免破坏性行为,并支持解决问题的技能,这反过来又形成了学习者合作性格的基础。然而,在课堂上学习的内容与在社会中表现出的行为倾向之间的不匹配似乎源于幼儿教师在社会研究课程实施中采用的教学方法。本研究考察了角色扮演、讲故事和讨论方法在加强肯尼亚内罗毕县学前学习者合作方面的有效性。本研究以生态系统理论为基础,采用定量和定性两种解释范式的评价研究模型。目标人群是从211所幼儿园中抽取的98名学前教师。调查问卷是主要的数据收集工具。定量数据根据研究问题进行汇总整理,并整理成主题进行分析。研究结果表明,讲故事是促进合作最有效的教学方法,其次是讨论,最后是角色扮演。本研究建议学校应透过有效运用教学方法,支持以价值为本的教育,以培养学生的合作精神及社会凝聚力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social Studies Curriculum and Cooperation among Preschool Learners in Nairobi County, Kenya: Addressing Effectiveness of Instructional Methods
Effective utilization of instructional methods in social studies curriculum nurtures the foundation for developing cooperation among preschool learners for sustained coexistence in society. Appropriate adoption of instructional methods assists in managing behavior dispositions for constructive societal relationships. Adoption of appropriate instructional methods diminishes and averts disruptive behavior and supports problem solving skills which in turn form the basis for cooperative character among learners. However, the mismatch between content learnt in class and behavior dispositions exhibited in society seems to originate from instructional methods employed by preschool teachers in social studies curriculum implementation. This study examined effectiveness of role play, storytelling and discussion methods in enhancing cooperation among pre-primary learners in Nairobi County, Kenya. Anchored on ecological systems theory, this study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The target population was 98 prepreschool teachers purposely sampled from 211 preschools. Questionnaire for pre-primary teachers were used as the main data collection instruments. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that storytelling was the most effective instructional methods in enhancing cooperation followed closely by discussion and lastly role play. The study recommends that schools should support value based education through effective utilization of instructional methods for learners to develop cooperation for societal cohesiveness.
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