首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Communicative Language Teaching(CLT)plays a vital role in foreign language teaching.Learners may improve their communicative language profi ciency under CLT mode.Many researches on Vygotsky’s sociocultural theory show that learning as a social and cultural rather than individual phenomenon takes place through meaningful interaction with people,and thus the people in the environment are essential to the development of new knowledge.This paper mainly analyses Vygotsky’s sociocultural theory in CLT mode.The conclusions in this paper may help the readers gain an insight into the relations between the Vygotsky’s sociocultural theory and CLT as well as awaken the awareness of designing the activities for teaching.  相似文献   

2.
Lev Vygotsky's revolutionary ideas have extended knowledge on the process of education—in particular, on mediating learning through language—for over 40 years. The zone of proximal development strengthened a new paradigm for learning and instruction, one which others, such as Bruner, formulated into the concept of scaffolding. Action research conducted in a reading methods course led to systematic restructuring based on Vygotsky's sociocultural perspective by means of an instructional sequence titled the Scaffolded Model.  相似文献   

3.
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor–researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students’ academic writing development by responding to their individual needs.  相似文献   

4.
There is currently strong interest among policy‐makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of the radical sociocultural changes resulting from the introduction of digital technologies such as the Internet, wireless connectivity and digital imaging. This paper derives from research carried out collaboratively between university‐based researchers, teachers and students in four schools, spanning the age range 8–16. A working definition of transformative learning is the starting point for an investigation into new ways of planning learning events using a generic pedagogic framework derived from activity theory. The paper explores the implications of the outcomes of this empirical work, and develops a theory of transformative learning, grounded in sociocultural theories including the work of Turkle, McLuhan and Wartofsky.  相似文献   

5.
Preparing students to achieve the lofty goal of functional scientific literacy entails addressing the normative and non‐normative facets of socioscientific issues (SSI) such as scientific processes, the nature of science (NOS) and diverse sociocultural perspectives. SSI instructional approaches have demonstrated some efficacy for promoting students' NOS views, compassion for others, and decision making. However, extant investigations appear to neglect fully engaging students through authentic SSI in several ways. These include: (i) providing SSI instruction through classroom approaches that are divorced from students' lived experiences; (ii) demonstrating a contextual misalignment between SSI and NOS (particularly evident in NOS assessments); and (iii) framing decision making and position taking analogously—with the latter being an unreliable indicator of how people truly act. The significance of the convergent parallel mixed‐methods investigation reported here is how it responds to these shortcomings through exploring how place‐based SSI instruction focused on the contentious environmental issue of wolf reintroduction in the Greater Yellowstone Area impacted sixty secondary students' NOS views, compassion toward those impacted by contentious environmental issues, and pro‐environmental intent. Moreover, this investigation explores how those perspectives associate with the students' pro‐environmental action of donating to a Yellowstone environmental organization. Results demonstrate that the students' NOS views became significantly more accurate and contextualized, with moderate to large effect, through the place‐based SSI instruction. Through that instruction, the students also exhibited significant gains in their compassion for nature and people impacted by contentious environmental issues and pro‐environmental intent. Further analyses showed that donating students developed and demonstrated significantly more robust and contextualized NOS views, compassion for people and nature impacted by contentious environmental issues, and pro‐environmental intent than their nondonating counterparts. Pedagogical implications include how place‐based learning in authentic settings could better prepare students to understand NOS, become socioculturally aware, and engage SSI across a variety of contexts.  相似文献   

6.
《Education 3-13》2012,40(4):379-399
This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show that the six children developed a range of strategies over the course of a calendar year in spite of receiving no direct strategy instruction. The primary classroom encouraged learner autonomy and stimulated children to reflect on their learning which, in turn, enabled them to refine their strategies.  相似文献   

7.
This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based.  相似文献   

8.
  相似文献   

9.
In mathematics instruction, can a teacher implement surface features of instruction that foster self-regulated learning as well as achieve quality at the deeper level of instruction, that is, focus on higher-order thinking, problem-solving, and mathematical modeling? An educational reform effort in Switzerland, which is based on constructivist and sociocultural theories of mathematics learning, targets both these dimensions: self-regulated learning and conceptual understanding. We examined the realization of the two dimensions in classroom instruction in a video-based study of 79 eighth-grade math classes using three kinds of data: videotapes of mathematics lessons, student and teacher questionnaires, and achievement tests. As to the surface level of instruction, teachers reported how frequently they provided opportunities for self-regulated learning. With regard to the deeper level of instruction, teachers reported how frequently they provided opportunities for independent problem solving. In addition, we examined the extent to which teachers’ pedagogical beliefs reflected a constructivist orientation. The results showed that teachers implemented the two dimensions relatively independently of one another. Teachers’ constructivist-oriented beliefs influenced only opportunities provided for independent problem solving and did not affect opportunities for self-regulated learning. Opportunities for self-regulated learning had a positive effect on students’ learning experience. Professional development should encourage teachers to take greater account of both surface-level and deeper-level (quality) features of instruction.  相似文献   

10.
Sociocultural approaches emphasize the interdependence of social and individual processes in the coconstruction of knowledge. This article uses three central tenets of a Vygotskian framework to examine the relation between learning and development: (a) social sources of individual development, (b) semiotic (signs and symbols, including language) mediation in human development, and (c) genetic (developmental) analysis. The role played by culture and language in human development is an essential aspect of the Vygotskian framework and provides an overarching theme for this article. The methodological foundation of this framework is examined, particularly as it contrasts with other perspectives on the process of internalization of social interaction in the construction of knowledge. The article concludes by surveying sociocultural research on and applications to classroom learning and teaching, particularly that which examines the role of collaboration.  相似文献   

11.
近年来，由于学习理论的深入发展和学科教育研究对象的转变，自主学习越来越引起了人们的关注。本文从这一现实出发，论述了自主学习的时代价值和教育价值，力争使人们对自主学习有更新的认识。  相似文献   

12.
Environmental education researchers have called for a greater analysis of ‘learning’ in environmental education in relation to contemporary theories and explanatory frameworks of learning. Situated learning, as a prominent example, is a sociocultural theory that contends that learning is a social process that occurs as individuals participate in ‘communities of practice’. This study aims to enhance our understanding of the usefulness and applicability of the communities of practice framework to the analysis of learning in environmental education, focusing on the learning in after‐school environmental education programs for Hispanic youth. Results suggest that the framework can be applied to identify some environmental education programs as communities of practice, characterized by the development of joint enterprise, mutual engagement, and shared repertoire. The framework was also found to be useful in identifying and describing learning as bringing about changes in identity formation as a result of participation in the programs. Finally, we suggest that such programs, due to their free‐choice nature and multiple opportunities for participation, also offer suitable contexts for further research regarding the relevance of sociocultural theories of learning to environmental education practice.  相似文献   

13.
The need for including English language learners in the regular classroom at all phases of their linguistic and cultural development is presented within a Vygotkian sociocultural theory of human development. Based on the social primacy of development within this theoretical tenet, all aspects of development are viewed to proceed from social interactions. Effective social interactions that lead to development are distinguished by a heterogeneous collective experience of all participants in the interaction. In accordance with the sociocultural perspective, the educational goal of this heterogeneous group is to acquire and use cultural tools deemed appropriate to their time and place. As others’ cultures and languages become rich resources for becoming competent in one’s own culture, the cultural and linguistic diversity gained by including all students in the classroom becomes a powerful source of development for all.  相似文献   

14.
Sociocultural theory focuses on group processes through time, and argues that group phenomena cannot be reduced to explanation in terms of the mental states or actions of the participating individuals. This makes sociocultural theory particularly useful in the analysis of group creativity and group learning, because both group creativity and group learning emerge over time from the successive contributions of individual members, and they are difficult to reductively explain in terms of the mental states or actions of participating individuals. This paper presents a case study of group creativity, analyzing how a collective creative product emerges over 17 successive encounters of an improvisational theater group. This case study demonstrates the value of sociocultural theory in the study of group processes over time. And yet, it suggests that to fully explain group creativity and group learning, existing sociocultural theory must be extended beyond a narrow focus on process and practice, to focus on three levels of analysis: individual creative acts, interactional dynamics over time, and the emergence of collective group creations.  相似文献   

15.
In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry‐based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry‐based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry‐based instruction that are designed by teachers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631–645, 2001  相似文献   

16.
The role of science education in rural development is of great interest to science educators. In this study I investigated how residents of rural Kirumi, Kenya, approach health and healing, through discussions and semistructured and in‐depth interviews with 150 residents, 3 local herbalists, and 2 medical researchers over a period of 6 months. I constructed objects of learning by looking for similarities and differences within interpretive themes. Objects of learning found comprise four types of personal learning tools, three types of relational learning tools, three genres of moral obligation, and five genres of knowledge guarding. Findings show that rural people use (among other learning tools) inner sensing to engage thought processes that lead to health and healing knowledge. The sociocultural context is also an important component in learning. Inner sensing and residents' sociocultural context are not presently emphasized in Kenyan science teaching. I discuss the potential use of rural objects of learning in school science, with specific reference to a health topic in the Kenyan science curriculum. In addition, the findings add to the literature in the Science, Technology, Society, and Environment (STSE) approach to science education, and cross‐cultural and global science education. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 172–193, 2006  相似文献   

17.
This research reports on the effects of participation in the 5th Dimension, a mixed activity system, on children's learning to comprehend written directions. The design principles of the 5th Dimension were derived from cultural-historical activity theory, an extension of the sociocultural school founded by Vygotsky, Leont'ev, and Luria. The Fifth Dimension organizes the social context in which children learn into a learning community arrayed around computers, multi-media, and telecommunications. Participants in this study were 63 third, fourth, and fifth grade children. Children with extensive participation, minimal participation, and no participation in the 5th Dimension were compared. A pre- and post-cloze test that measured performance on comprehending written directions was used. Analyses of data revealed that children with extensive participation preformed better than either of the other two groups. One implication of this study is that children can master school-based literacy skills through participation in informal learning environments where there is no pre-planned or explicit instruction. The research also suggests that the mastery of literacy skills in this context is subservient to children's attainment of personal goals based on their own interests.  相似文献   

18.
Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes.  相似文献   

19.
This research paper examines the narrative accounts of the academic Spanish‐language development of four preservice bilingual education teachers of different backgrounds, including Mexican‐American, white (non‐Hispanic), Mexican immigrant, and the U.S.–Mexico border Hispanic. The purpose of the study is to discover the kinds of educational forces which may impede bilingual education teachers' development of academic Spanish, look at their own perceptions of their Spanish‐language proficiency, and consider how student learning might be influenced. The stories illustrate how few meaningful educational opportunities prospective teachers have to develop academic Spanish‐language proficiency. They also demonstrate how sociocultural context may impede Spanish‐language development. In short, the paper addresses the need for dramatic social and educational changes if bilingual education teachers in the U.S. are to fulfill one of the basic tenets of bilingual education: the provision of native‐language instruction.  相似文献   

20.
人类文明的进步离不开数学,而数学的学习主要靠学校教学来实现,反思性教学便是融教学实践与教学理论为一体的教学方法,文章旨在阐述反思性教学在数学教学中的运用。  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号