大学学生通过参与思维习惯来实现有意义的学习
Nora Ramos-Vallecillo1, Víctor Murillo-Ligorred1, Raquel Lozano-Blasco2
1Department of Musical, Plastic and Bodily Expression, Area of Didactics of Plastic Expression, University of Zaragoza, 50009 Zaragoza, Spain.
概括
将思维习惯整合到小学教育学位课程中,大大提高了学生的参与度和参与质量. 这种教学方法增强了有意义的学习,提高了学术表现.
科学领域:
- 教育心理学教育心理学
- 教学教育学 在教学上
背景情况:
- 加强学生在理论课程中的参与对于有意义的学习至关重要.
- 提高学业成绩需要有效的教学策略.
研究的目的:
- 增强和提高理论课程期间参与的质量.
- 促进有意义的学习和提高学术表现,在本科初等教育的学生.
主要方法:
- 采用了一个准实验性的案例研究设计.
- 使用观察记录和事记录来监测参与和会议进展.
主要成果:
- 思考规律显著提高学生在阐述性课程中的参与度.
- 这些例程激活了先前的知识,并与主题建立了有意义的联系.
- 思考程序通过促进反思,调查和协作来提高学生参与的质量.
结论:
- 思考程序是提高学生参与度和参与度的有效教学工具.
- 整合思维习惯丰富了教育经验,增强了学业成绩.
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