STREAK方法:一种教学实践,支持混合课堂社区的学生
Kristi McElmurry1, Danielle R D Saunders1, Kimberly P Little1
1Department of Biology, United States Air Force Academy, Air Force Academy, Colorado, USA.
Journal of microbiology & biology education
|October 31, 2025
概括
STREAK方法通过结合六种研究支持的实践来增强学生的归属性和课堂体验. 这种方法确保所有学生都感觉得到支持,有意义,并成为学习社区的组成部分.
科学领域:
- 教育心理学教育心理学
- 微生物学教学 微生物学教学
背景情况:
- 课堂环境必须适应学生的不同背景和需求.
- 创造一个包容的氛围对于学生的成功和参与至关重要.
- 传统的教学方法可能无法完全解决学生经验的异质性.
研究的目的:
- 引入和评估STREAK方法,以培养学生在微生物学课程中的归属性.
- 增强学生与同学,教师和课程材料的联系感.
- 为改善课堂包容性和学生发展提供框架.
主要方法:
- 开发了STREAK方法,整合了六个关键实践:停止刻板印象,时间,尊重反应,期望,访问和了解你的学生.
- 在微生物学课程中应用了STREAK方法.
- 将STREAK集成课程中的学生经验与控制课程进行了比较.
主要成果:
- 斯特雷克方法成功地增强了学生在课堂社区中的归属感和联系.
- 与对照组相比,STREAK综合课程的学生报告了更积极的整体体验.
- 有证据表明,这种方法对个人发展和潜在的课堂表现产生了积极的影响.
结论:
- STREAK方法提供了一个新的,有效的框架,用于创建欢迎和包容性的学习环境.
- 这种方法根植于六个研究支持的实践中,可以在各种教育环境中进行调整.
- 实施STREAK促进了个体学生的价值,贡献和整体学术成功.
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