揭开巴林差异化教学二分法:包容性或排斥性实践?
1Bahrain Teachers College, University of Bahrain, Zallaq, Bahrain.
International journal of developmental disabilities
|November 20, 2024
概括
巴林小学课堂上的差异化教学 (DI) 可以无意中将学生排除在外,因为实施不一致. 该研究提出了一个包容性的DI方法,以加强所有学习者的学术和社会参与.
科学领域:
- 教育心理学教育心理学
- 包容性的教育实践
- 课堂管理策略 课堂管理策略
背景情况:
- 差异化教学 (DI) 被广泛采用为包容性教育,旨在加强所有学习者的参与,包括那些有特殊需求的学习者.
- 尽管有政策授权,但缺乏关于DI实施的共识可能会导致排斥性做法,特别是在各种主流课堂.
- 在巴林,DI已融入教师培训和质量保证,但其实际执行和对包容性的影响需要审查.
研究的目的:
- 调查如何在巴林的小学教室概念化和实施差异化教学 (DI).
- 确定观察到的DI实践如何有助于或阻碍多样化的学习者的学术和社会包容.
- 提出一个改进的DI方法,促进更大的学术和社会包容.
主要方法:
- 采用了一种定性多重案例研究设计,涉及巴林四名小学教师.
- 数据收集包括课堂观察和后续采访,以捕捉微妙的DI实践.
- 根据关键DI因素 (内容,流程,产品) 和学生特征 (准备,个人资料,兴趣) 来分析数据,使用了感应主题分析.
主要成果:
- 关于DI实践,出现了六个主要主题:多元化的教学以促进异质性,混合能力分组,协作工作,同行配对,通过游戏学习和分层作业.
- 分析显示,实践可能是包容性或排斥性,基于诸如公开与隐蔽的差异化,个人与协作工作以及教师与学生的任务选择等因素.
- 教师对DI的概念化和实施的变化显著影响了DI在学生包容方面的有效性.
结论:
- 该研究强调了DI实施中的二分法,缺乏明确的指导可能导致学生包容性的反作用.
- 特定的DI实践,如学生选择的程度和协作工作的性质,被确定为包容性或排斥性影响的关键决定因素.
- 建议对DI采取一种强调清晰度,学生代理权和对差异化的细微理解的方法,以增强多样化的教室中的学术和社会包容性.
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