重新考虑语言学科中的辅导课和师生权力关系

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2006-06-01 DOI:10.30827/digibug.30657

M. Taibi

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引用次数: 5

摘要

教师/讲师和学生之间的权力关系可能会对学习过程产生负面影响，因为它可以限制对教师/讲师的“身体”和口头接触，并产生对他/她的相对消极的态度。这就是为什么重新考虑权力关系并试图减少权力不对称可能会改善这种关系和学生的学习和表现。一种有助于弥合学生和讲师之间的距离并增强个性化教学和学习的方法是辅导课。本文报告了在瓜达拉哈拉教师培训学校(阿尔卡拉大学)进行的一项“实验”的结果。

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Reconsidering tutorials and student-lecturer power relationships in language subjects

The power relationship between teachers/lecturers and students may have negative effects on the process of learning because it can limit both 'physical' and verbal access to the teacher/lecturer and give rise to a relatively negative attitude towards him/ her. This is why reconsidering that power relationship and trying to reduce the power asymmetry is likely to improve both the relationship and the student's learning and performance. A way to contribute to bridging the distance between student and lecturer and also enhance personalized teaching and learning is tutorials. This article reports the results of an "experiment" that was carried out, with such objectives in mind, in the Teacher Training School of Guadalajara (University of Alcala).

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.