在哈卡双语教学计划中,幼儿园学生之间的学习兴趣的潜移转
1Department of Early Childhood Education, National Pingtung University, Pingtung 900391, Taiwan.
Children (Basel, Switzerland)
|July 29, 2023
概括
哈卡双语课程对幼儿园学生的学习兴趣产生了积极的影响,而非沉浸式课程对特定兴趣的个人资料显示出更大的好处. 观察到学习兴趣的长期转变.
科学领域:
- * 双语教育 是一种双语教育.
- * 发展心理学 发展心理学
- * 教育语言学 * 教育语言学
背景情况:
- * 了解幼儿园学生在哈卡双语课程中的学习兴趣对于教育有效性至关重要.
- * 沉浸式和非沉浸式Hakka双语课程对这些兴趣的长期影响需要研究.
研究的目的:
- *分析哈卡双语课程中幼儿园学生的学习兴趣概况.
- * 调查项目实施后这些配置文件的潜伏转型.
- * 为了比较沉浸与非沉浸课程对兴趣发展的影响.
主要方法:
- *使用教师收集的数据对112名幼儿园学生的学习兴趣概况进行分析.
- * 实施前和后数据的潜在过渡分析.
- * 沉浸式和非沉浸式Hakka课程之间的兴趣配置过渡的比较.
主要成果:
- * 实施前有两个不同的兴趣概况:"中等情况/低至中等个体"和"高情况/中等至高个体".
- * 实施后有两个不同的配置文件:"中度至高的情境/中度的个人"和"高的情境/个人兴趣".
- *观察到四种过渡模式:轻微增长,显著增长,轻微回落和局势性兴趣维持与个人兴趣增长.
- *非沉浸的Hakka项目比沉浸项目更积极地影响了"处境中等/个人兴趣低至中等"的子组.
结论:
- *哈卡双语课程,特别是非沉浸式课程,促进幼儿园儿童学习兴趣的积极转变.
- *观察到的转变表明,该计划在增强情境和个人学习兴趣方面的有效性.
- *研究结果支持更广泛的结论,即双语教育可以改善学习成果.
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