关于创新和传统学习空间的看法:新西兰小学教师和学生
Jo Fletcher1, John Everatt1, Yogeetha Devi Bala Subramaniam1
1Faculty of Education, Te Kaupeka Ako, University of Canterbury, Te Whare Wananga o Waitaha, Christchurch, New Zealand.
New Zealand journal of educational studies
|July 31, 2023
概括
教师和学生对学校学习空间的看法不同,尤其是亚洲学生在创新的环境中. 虽然教师注意到噪音,但学生,特别是亚洲学生,发现创新的空间是有效的.
科学领域:
- 教育教育教育教育教育教育.
- 教育心理学教育心理学
- 建筑学 建筑学 建筑学 建筑学
背景情况:
- 新西兰的学校建筑设计正在向协作式学习空间发展.
- 对教师和学生对这些创新学习环境的看法进行的研究有限.
- 亚洲学生在这些环境中的独特观点仍然未被充分探索.
研究的目的:
- 为了比较老师和学生对传统与创新的学习空间的看法.
- 专门调查亚洲学生对这些学习环境的看法.
- 确定不同群体如何体验现代教育架构的潜在差异.
主要方法:
- 与来自不同学习环境的14名小学教师 (5年级和6年级) 进行了定性访谈.
- 对150名小学学生 (5年级和6年级) 进行了定量问卷调查.
- 对教师和学生之间的看法进行比较分析,重点是亚洲学生.
主要成果:
- 教师们报告说,在创新的学习空间中,他们对噪音和分心有很大的担忧.
- 学生,特别是亚洲背景的学生,对噪音和分心的担忧较少.
- 在教师和学生,特别是亚洲学生之间,关于创新学习环境的功能,观察到一个显著的感知差异.
结论:
- 学生对创新学习空间的看法,特别是亚洲学生的看法,可能与教师的观察有很大不同.
- 学生可能比教师更积极地看待创新的学习环境,这表明需要进一步研究教学策略.
- 未来的研究应该考虑多样化的学生群体和他们在不断发展的教育架构中的独特经验.
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