小学生如何一起读诗?小学生使用数字批注的阅读练习

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Miji Song, Hyelin Lee, Jeonghee Ko
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引用次数: 1

摘要

Zoom平台为最近因新冠疫情而不得不在线上课的学生提供了利用数字注释积极表达的机会。本研究探讨小学生使用数位注释阅读诗歌的经验,以及数位注释作为社会建构主义阅读的有用性。因此,我们对一个使用Zoom注释的校外文学课进行了案例研究,并通过参与式观察、活动材料和对16名参与的学生的访谈来收集数据。通过标注生成和共享两个过程对数据进行编码和分类。我们发现数字注释有助于学生理解具有挑战性的文本。他们分享自己的想法,反思彼此的观点,同时生成和分享注释,并在社交上构建他们的欣赏。数字注释的重要意义在于,它可以透明地揭示学生的合作阅读过程,并且可以根据小学生的兴趣和需要在文学课上进行社会注释。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How do elementary students read poetry together? Elementary students’ reading practices using digital annotations
The Zoom platform provided students in recent online classes, which had been necessitated by COVID-19, with opportunities for active expression using digital annotations. This study explores the experience of elementary students reading poetry using digital annotations and its usefulness as social constructivist reading. As such, we conducted a case study of an out-of-school literature class that used Zoom annotations, and collected data through participatory observation, activity materials, and interviews from 16 participating students. The data were analyzed by coding and categorizing common themes in two processes—annotation generating and sharing. We found that the digital annotations facilitated students’ comprehension of challenging texts. They shared their thoughts and reflected on each other’s opinions while generating and sharing annotations and socially constructing their appreciation. Digital annotations are significant in that they reveal the cooperative reading processes of students transparently, and they allow social annotations in literature classes in accordance with the interests and needs of the elementary students.
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来源期刊
L1 Educational Studies in Language and Literature
L1 Educational Studies in Language and Literature EDUCATION & EDUCATIONAL RESEARCH-
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