小学教师在COVID-19大流行期间对学习的看法
Aymee Alvarez-Rivero1, Candice Odgers2,3, Daniel Ansari4
1Department of Psychology, University of Western Ontario, London, ON, Canada. aalvare4@uwo.ca.
NPJ science of learning
|September 18, 2023
概括
在COVID-19期间学校关闭影响了学生的学习和获得教育的机会. 教师在远程教学方面面临着挑战,而大流行也加剧了教育不平等,特别是对于低收入学生来说.
科学领域:
- 教育心理学教育心理学
- 公共卫生 公共卫生
- 教育社会学教育的社会学
背景情况:
- 由于COVID-19大流行,学校被迫大规模关闭,导致人们迅速转向远程学习环境.
- 了解这些关闭对教育提供和学生成果的影响对于解决学习损失和教育差异至关重要.
研究的目的:
- 调查学校关闭对学生获得教育和学习率的影响.
- 为了检查教师在COVID-19大流行期间如何适应远程教学.
- 根据社会经济地位,识别教育经验和教育成果的差异.
主要方法:
- 在美国和加拿大的911名小学教师进行了在线调查.
- 该调查收集了有关教师与远程教学的经验,感知有效性,课程交付,学生出席率和学术表现的数据.
- 数据分析的重点是确定趋势和相关性,包括社会经济地位 (SES) 的影响.
主要成果:
- 超过85%的教师从事远程教学,近一半缺乏以前的在线教学经验.
- 超过50%的教师感到效率下降,无法远程提供完整的课程.
- 显著的大多数观察到课堂上出席率 (65%) 和学生学业成绩 (50%) 的下降,而成绩差距越来越大.
- 社会经济地位显著影响了结果,低收入学生的教师报告表现下降更大,对学生的支持更少.
结论:
- 过渡到远程学习给教师带来了巨大的挑战,并对学生的学习和参与产生了负面影响.
- 随着COVID-19大流行,现有的教育不平等现象加剧了,不成比例地影响了来自低收入家庭的学生.
- 调查结果强调需要有针对性的干预措施,以减轻长期不良影响,促进公平的教育恢复.
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