使用精准教学通过电话会议改善典型的发展学生的数学技能
Geetika Kapoor1, Athanasios Vostanis2, Suzy Mejía-Buenaño2
1EdEssential, Punjabi Bagh, New Delhi, India.
概括
精准教学通过电话会议显著提高了印度学生的数学技能. 这种方法加速了学习并保持了收益,为流行病相关的教育中断提供了解决方案.
科学领域:
- 教育心理学教育心理学
- 远程学习技术远程学习技术
- 特殊教育干预措施 特殊教育干预
背景情况:
- 随着COVID-19的流行,教育受到广泛的干扰,导致潜在的学习损失.
- 电话会议已经成为远程教育的关键工具.
- 需要有效的干预措施来解决学习差距,特别是在数学等基础技能方面.
研究的目的:
- 评估精准教学在提高典型发展学生的数学技能方面的有效性.
- 确定通过电话会议提供的精准教学是否会产生积极的学术成果.
- 评估干预后学习数学技能的维持情况.
主要方法:
- 采用了准实验性设计,四名学生接受精准教学,九名学生作为对照.
- 精准教学包括非定时和定时的实践,目标设定,图表,以及预先条件和混合加法/减法事实的代币经济.
- 在印度通过电话会议会议远程传递指令.
主要成果:
- 精准教学参与者在先决条件和初级数学技能方面表现出显著的改善.
- 干预后的学习者收益保持在基线表现水平以上.
- 与对照组不同的是,干预组的数学流百分位数大幅增加.
结论:
- 精准教学,当通过电话会议交付时,可以加速学生的数学技能获取.
- 这种干预提供了一种可行的策略,以减轻COVID-19流行病可能加剧的学习缺陷.
- 精准教学的远程交付证明了其在各种教育环境中的适应性和有效性.
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