在COVID-19时代之前和期间在主流小学实施基于科学的教育干预:希腊语儿童的证据
Styliani N Tsesmeli1, Ioanna Skarmoutsou1
1Department of Educational Studies and Social Work, University of Patras, Greece.
Research in developmental disabilities
|July 9, 2023
概括
这项研究表明,教导形态意识显著改善了小学学生的拼写和词语含义技能,即使是在COVID-19大流行期间. 这项干预措施对所有学生都有效,包括那些文盲水平较低的学生.
科学领域:
- * 教育心理学 教育心理学
- * 识字能力的获得
- *语言发展语言发展
背景情况:
- * 形态意识对识字至关重要,但实验证据有限,特别是关于大流行时期的研究.
- *COVID-19大流行给教育干预和研究带来了独特的挑战.
- *关于全球卫生危机期间形态意识干预措施的影响的研究有限.
研究的目的:
- * 实施和评估一项以科学为基础的教育干预,重点关注形态意识.
- *在COVID-19大流行期间 (2020-2021) 评估干预措施在主流小学中的有效性.
- * 调查对学生拼写和语义表现的影响.
主要方法:
- * 一个准实验性设计,涉及到72个小学学生 (3rd/4th年级) 在希腊.
- * 参与者被分为干预组和控制组,分别在教室内进行.
- *干预包括前测试,使用词汇组合的培训计划,以及大流行期间的后测试.
主要成果:
- *系统的形态指导显著提高了学生的拼写能力.
- *干预导致语义性能 (单词含义) 显著改善.
- *在所有识字水平,包括表现较低的学生,都观察到积极的影响.
结论:
- *在主流环境中,即使在危机期间,为形态意识提供科学基础的教育干预措施也是可行的和有效的.
- *这项研究强调了调整教育研究和干预措施以应对COVID-19流行病等具有挑战性的环境的重要性.
- *讨论包括混合教育干预模型和教育研究的理论和实践考虑.
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