讲座之外:使用形成性作业来克服课堂上的挑战
1Department of Nurse Anesthesia, Samford University, 800 Lakeshore Drive, Birmingham, AL, 35229, USA.
概括
实施补充内容,加强活动和实践/绩效支持 (SCRAPS) 提高了学生的参与度和学习成果. 这种方法有助于教育工作者克服课堂的局限性,并迎合多样化的学习风格,以改善知识传递.
科学领域:
- 教育心理学教育心理学
- 教学教育学 在教学上
背景情况:
- 在教育环境中有效的知识转移面临着学生和教师的挑战.
- 不同的学习偏好和课堂限制阻碍了有效的信息交换.
- 学生参与度和时间限制是实现教育目标的关键障碍.
研究的目的:
- 通过使用补充内容,加强活动和实践/绩效支持 (SCRAPS) 调查教学方法的有效性.
- 确定SCRAPS是否可以刺激多种学习模式,并加深学生的理解.
- 评估SCRAPS对克服课堂边界和改善课程成果的影响.
主要方法:
- 使用了一种包含补充内容 (SC),加强活动 (RA) 和实践/绩效支持 (PS) 的教学策略,统称为SCRAPS.
- 雇佣了培训任务来提供SCRAPS并促进知识转移.
- 通过学生调查收集定性数据来评估方法的有效性.
主要成果:
- 学生调查显示,关于SCRAPS方法的积极反.
- 学生们欣赏了通过超越传统考试的方法来展示理解的机会.
- 该战略支持多种学习模式,并扩大了课堂学习参数.
结论:
- SCRAPS模型 (支持内容,强化活动,实践/绩效支持) 使教育工作者能够超越课堂的限制.
- 这种教学方法有效地吸引了学生的各种学习风格.
- SCRAPS有助于提供更高质量的学习体验和提高课程成果.
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