"改变我们的教学":一年级的阅读指导以及COVID-19之前和期间的阅读指导
Paola Pilonieta1, Colleen E Whittingham1, Erin K Washburn1
1Reading and Elementary Education, University of North Carolina at Charlotte, 9201 University City Blvd., Charlotte, NC 28223 USA.
概括
随着COVID-19的流行,一年级的识字教学受到严重影响,教师的职责增加,学生的教学时间减少,特别是写作和词汇. 这些变化给教育工作者和学生带来了长期的挑战.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 2020年4月,COVID-19大流行导致公立学校广泛关闭.
- 一项调查研究记录了2020年2月的一年级识字教学,这是在大流行病完全影响之前.
- 这项研究捕捉了大流行前的识字实践,与大流行影响的教学进行比较.
研究的目的:
- 探索2020-2021学年由于COVID-19的原因,第一年级识字教学中的变化.
- 了解教学环境的变化,时间分配,材料和资源.
- 为了比较流行前和流行时代的识字教学变量.
主要方法:
- 一项探索性研究调查了36名一年级教师.
- 数据收集发生在COVID-19大流行之前 (2020年2月) 和期间 (2020-2021学年).
- 统计分析比较了两个时期之间的指令变量.
主要成果:
- 教师报告说,他们的职责增加了,对协作规划和副专业支持的访问减少了.
- 虚拟和混合教学格式提出了重大挑战.
- 学生经历了教学时间的减少,特别是在写作,词汇和流方面.
结论:
- 随着COVID-19的流行,一级教师的教学环境变得更加苛刻.
- 学生面临的识字教学减少,可能会影响基础技能.
- 对教师和学生的长期后果需要进一步的调查和和解.
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