通过多模态STEM教学架构学习 对于学习障碍学生的文本集
Amy Lannin1, Delinda van Garderen1, Heba Abdelnaby1
1University of Missouri - Columbia, USA.
概括
教师使用多模式STEM文本集进行了教学,以帮助中学生,包括学习障碍学生,理解复杂的科学文本和现象. 这种方法将阅读复杂文本与下一代科学标准的理解联系在一起.
科学领域:
- 科学教育科学教育教育.
- 在STEM识字方面.
- 纪律性识字能力的提高
背景情况:
- 共同核心国家标准 (CCSS-ELA) 强调了文本复杂性在教育中的重要性.
- 所有学习者的科学和识字联系 (LS&L4AL) 计划使用多式模式的STEM文本集.
- 这些集合将各年级的复杂文本与下一代科学标准 (NGSS) 的理解联系起来.
研究的目的:
- 质量分析教师如何为阅读复杂的STEM文本提供指导.
- 研究支持学生,包括那些有学习障碍的学生,在发展科学现象的理解.
- 通过多式联运文本集检查CCSS-ELA和NGSS实践的整合.
主要方法:
- 教学实践的定性分析.教学实践的定性分析.
- 专注于中学教师 (英语语言艺术,特殊教育,科学).
- 观察使用多式联运STEM文本集的支架策略.
主要成果:
- 教师使用特定的支架技术来帮助学生理解复杂的STEM文本.
- 教学策略支持了纪律素养和创造意义的技能的发展.
- 多种模式的文本集促进了阅读复杂文本和科学研究之间的联系.
结论:
- 多模体STEM文本集是将复杂文本阅读与NGSS理解联系起来的有效工具.
- 教师的架构对于支持各种学习者在STEM素养方面至关重要.
- 该LS&L4AL计划模型显示了提高科学教育和识字的前景.
关键词:
复杂的文本复杂的文本学习障碍 学习障碍 学习障碍多式联络文本集 多式联络文本集脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架,脚手架.科学教育科学教育教育.更多相关视频
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