Cross-age tutoring: how to promote tutees’ active knowledge-building
Cross-age tutoring: how to promote tutees’ active knowledge-building
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跨年龄辅导：如何促进学生主动知识建构
DOI：
10.1080/01443410.2018.1444734
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发表时间：
2018
影响因子：
3.2
通讯作者：
Roland
中科院分区：
文献类型：
--
作者：
Hänze;Martin;Müller;Marion;Berger;Roland
跨年龄辅导的特点是导师和被辅导者之间的地位和年龄差异。在这种情况下，被辅导者往往不活跃，因为有效学习的责任被转移到更有经验的导师身上。这项研究的重点是通过为导师提供注重知识建设而不是传授知识的导师培训课程来改善跨年龄辅导的结果。教师学会鼓励被辅导者的自主性、能力和主动的知识建构。在准实验设计中，一组由74名初中生组成的教师接受了知识建构方面的导师培训，而82名教师组成的控制组则没有接受任何培训。随后，两组学生以小组形式辅导了583名三年级小学生，学习电路的基础知识。辅导过程被录像和编码。训练有素的教师表现出更多的知识积累和更少的知识传授行为。在与受训教师的辅导互动中，被辅导者表现出更积极的行为，而导师表现出更多的克制行为。由训练有素的导师指导的受训者报告了更多的自主性、能力和内在动机的经历，并且比未经训练的导师指导的受训者学到了更多的东西。研究表明，通过为教师提供侧重于知识构建的培训，跨年龄辅导可以得到改善。
Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees’ autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building.
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影响因子：
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作者：
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发表时间：
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期刊：
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影响因子：
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DOI：
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