向本科语音语言病理学学生教授对话式阅读:对教学方法的比较研究
Nur Seda Saban-Dülger1, Tuğçe Karahan Tığrak2, Ayşın Noyan Erbaş2
1Faculty of Educational Sciences, Department of Inclusive Education - Language, University of Bremen, Bremen, Germany.
International journal of speech-language pathology
|February 18, 2026
概括
反显著改善了语音语言病理学学生的反.
科学领域:
- 语音语言病理学教育教育
- 儿科语言发展指南
- 基于证据的干预措施.
背景情况:
- 基于证据的干预方法的有效教学对于学生临床医生至关重要.
- 为Z世代的本科生优化学习需要量身定制的教学方法.
- 对话式阅读是语音语言病理学的一个关键的基于证据的干预措施.
研究的目的:
- 评估三种不同的教学方法对对话式阅读教学的有效性.
- 评估不同类型的反对学生临床医生的技能获取的影响.
- 为了确定Z世代语音语言病理学学生的最佳教学策略.
主要方法:
- 64名语音语言病理学本科生参加了一个模拟的读书角色扮演.
- 参与者在干预前和干预后通过视频录制演示对话式阅读策略.
- 学生们被随机分配到讲座与自我反思,同行反,或专家反小组.
主要成果:
- 所有的教学方法都在使用对话式阅读策略方面取得了显著的改善.
- 接受同行或专家反的小组比自我反思小组表现出更大的改善.
- 较高的评价者间可靠性和治疗忠实性证实了研究结果的稳定性.
结论:
- 结合现实场景和以实践为导向的反的教学方法提高了干预策略的掌握.
- 无论来自同行还是专家的反,都会对临床医生学生的学习成果产生积极的影响.
- 基于反的方法是Z世代学生在语音语言病理学教育中的有效教学策略.
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