在COVID-19期间学习收益而不是学习损失:重新构建叙事的建议
Jennifer J Chen1, Nora Jane Krieger2
1Kean University, USA.
Contemporary issues in early childhood
|July 31, 2023
概括
由于COVID-19的流行,在某些科目中可能导致学习损失,但在其他领域也可能导致学习收益. 教育工作者应该专注于以优势为基础的方法,认识到多样化的学习机会并支持整个孩子.
科学领域:
- 教育教育教育教育教育教育.
- 发展心理学 发展心理学
- 社会学 社会学 社会学
背景情况:
- 随着COVID-19的流行,教育受到广泛的干扰.
- 关于"学习损失"的叙述主导了关于学生学业表现的讨论.
- 标准化考试成绩可能无法捕捉到学生学习经验的全部范围.
研究的目的:
- 挑战现有的"学习损失"叙述.
- 突出非传统教育时期的潜在学习收益.
- 在评估学生发展时,倡导以优势为基础的观点.
主要方法:
- 对"学习损失"概念进行批判性分析.
- 检查替代的学习机会和结果.
- 审查教育心理学和儿童发展理论.
主要成果:
- 标准化测试提供了一个不完整的学生学习的图片.
- 非传统的学习经验可能会促进未被认可的收益.
- 基于缺陷的观点可能会掩盖学生的潜力.
结论:
- 将"学习损失"重新定义为"学习收益"至关重要.
- 采用以优势为基础的模式,可以支持儿童的整体发展.
- 对幼儿来说,优先考虑社会情感福祉与认知发展是必不可少的.
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