了解安静的学生:教师和学生的观点
1American College of Theriogenologists, Associate Dean of Education, University of Minnesota College of Veterinary Medicine, 1352 Boyd Ave., St. Paul, MN, 55108, USA.
Journal of veterinary medical education
|November 6, 2024
概括
许多兽医学生在课堂上保持安静,因为害怕被评判. 通用课程设计策略可以帮助教师更好地吸引所有学生,包括安静的学生.
科学领域:
- 兽医教育 兽医教育
- 教育心理学教育心理学
背景情况:
- 相当数量的学生在学术环境中保持口头沉默.
- 这种缺乏参与引起了教师对学生参与度和理解度评估的担忧.
研究的目的:
- 调查兽医教育中安静学生的流行情况.
- 了解教师对不同学习环境中学生参与的看法.
- 确定学生报告的非语言参与的原因,并探索包容性课程设计的策略.
主要方法:
- 在一所兽医学院的教师和学生进行了匿名调查.
- 收集的数据包括学生对安静的看法,参与各种设置以及不参与的原因.
主要成果:
- 与实验室或临床环境相比,讲师认为在讲座中安静学生的比例更高.
- 学生们表达了对冷热电话的不适,并提到对判断的恐惧和错误是不参与的主要原因.
- 小组工作受到学生的青.
结论:
- 对同行评判的恐惧和错误是学生口头参与的重大障碍.
- 实施通用学习设计 (UDL) 原则,例如提供响应时间和使用非耻辱化的参与方法 (例如,民意调查,小组),可以提高所有学生的参与度.
- 包容性教学策略对于解决兽医教育中安静学生的需求至关重要.
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