教师准备中的艺术整合:教育教师。

J. Pool, C. Dittrich, K. Pool
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引用次数: 13

摘要

本课堂研究的重点是建立一种实践方法,通过基于艺术的整合来理解多元智能理论的课堂应用。35名参加教育心理学课程的职前教师参加了跨学科的几何课程建模艺术学习™,在课程中体验了以艺术为基础的教学方法。学生们识别和描述几何概念和关系,并在校园真实地拍摄几何元素,作为模型原创的一部分。课程目标评估显示,学生欣赏以艺术为基础的教学法,但在制定原始课程计划时难以将理论转化为实践。讨论包括职前教师对探究和以艺术为基础的课堂教学的反思性反应,以提高学生的理解,以及将艺术教学法融入专业实践的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Arts Integration in Teacher Preparation: Teaching the Teachers.
This classroom study focused on modeling a hands-on approach for understanding classroom applications of multiple intelligence theory through arts-based integration. Thirty-five preservice teachers enrolled in Educational Psychology classes participated in an interdisciplinary geometry lesson modeling Artful Learning™, experiencing an arts- based pedagogical approach in the lesson. Students identified and described geometric concepts and relationships and photographed geometrical elements authentically on campus as part of the model’s original creation. Assessment of lesson objectives revealed that students appreciated arts-based pedagogy, but had difficulty translating theory into practice when creating their original lesson plans. Discussion includes reflective responses of preservice teachers to inquiry and arts-based classroom instruction for enhancing student understanding, as well as implications for integrating art pedagogy in professional practices.
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7
审稿时长
32 weeks
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