释放来自较低SES背景的学生的数学潜力 - 使用教学支架来提高绩效
Katharina M Bach1, Frank Reinhold2, Sarah I Hofer3
1Ludwig-Maximilians-Universität München, Munich, Germany. K.Bach@psy.lmu.de.
NPJ science of learning
|September 23, 2025
概括
像适应性任务难度一样,教学支架可以帮助社会经济地位较低 (SES) 的学生在数学中取得成功. 这项电子教科书研究发现,适应性困难对于面临学习挑战的学生来说尤其有益.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 学习科学 学习科学
背景情况:
- 社会经济地位 (SES) 显著影响学业成绩,低SES学生经常面临教育劣势.
- 教学架构是支持多样化的学习者的关键策略,但其有效性取决于根据个体需求量身定制.
- 了解SES,认知特征和学习支持之间的相互作用对于教育公平至关重要.
研究的目的:
- 调查不同教学支架技术 (适应性任务难度,解释性反,动态可视化) 对六年级学生分数知识的有效性.
- 根据认知和动机情感特征及其与社会经济地位的关系来确定学生的个人资料.
- 确定特定的脚手架方法是否可以减轻与较低SES相关的学习挑战.
主要方法:
- 321名六年级学生使用了关于分数的电子教科书,随机分配到四种条件之一:适应性任务难度,解释性反,动态可视化或没有脚手架.
- 在测试前和测试后评估了部分知识,并测量了八个认知和动机-情感特征.
- 隐形形象分析确定了不同的学生群体,线性混合模型分析了脚手架对学习成果的影响.
主要成果:
- 隐性个人资料分析揭示了三个不同的学生个人资料,其中一个特点是不良的学习先决条件,通常与较低的SES有关.
- 在这个较低的SES相关配置文件中的学生在提供适应性任务难度时,在分数知识中表现出显著更大的改善.
- 其他脚手架方法对这个特定的学生个人资料没有显示出相同的目标效益.
结论:
- 适应性任务困难是一个有前途的教学策略,以支持具有较低社会经济地位 (SES) 和相关学习先决条件的学生.
- 在数学教育中实施适应性困难可以帮助弥合成绩差距并促进教育公平.
- 考虑到学生个体需求的个性化学习方法对于最大限度地发挥教学脚手架的好处至关重要.
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