Is learner-centred pedagogy associated with pupils’ positive attitudes towards learning? The case of Tanzania
Is learner-centred pedagogy associated with pupils’ positive attitudes towards learning? The case of Tanzania
复制标题
以学习者为中心的教学法与学生的积极学习态度有关吗？
DOI：
10.1080/03057925.2022.2036592
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Sakata Nozomi
中科院分区：
文献类型：
--
作者：
Dania Maya;Inpin Wanwalee;Juwitasari Reni;Miyake Yuki;Takeuchi Yukiko;Maki Takayoshi;Hisashi Fusegi,Taina Peltonen,Risto Kilpelainen,;川野徳幸;Sakata Nozomi
以学习者为中心的教学法（LCP）在全球南方传播，被认为可以改善学生的学习。虽然在全球南方推广LCP的道德和有效性一直是一个备受争议的问题，LCP和学习态度之间的关系很少受到学术界的关注。本研究利用结构化的课程观察和问卷调查，探讨LCP是否与坦桑尼亚小学的积极学习态度有关。采用更广泛的概念化的LCP，不仅包括可观察到的做法LCP相关的活动（“感知LCP”），但也学生的课堂经验的看法（“感知LCP”），研究区分协会的两种类型的LCP与学习态度。研究结果显示，学生感受到LCP经验越多，其学习态度越积极。相反，无意识的LCP表现出无关紧要的协会与学习态度。本文阐明了在全球南方实施LCP的学生的主观经验的重要性。
Learner-centred pedagogy (LCP), spreading across the global South, is believed to improve student learning. Although the ethics and efficacy of promoting LCP in the global South has been a much-debated issue, the relationship between LCP and learning attitudes has received scant scholarly attention. This research utilised structured lesson observations and questionnaires to explore whether LCP relates to positive attitudes towards learning in primary schools in Tanzania. Adopting a broader conceptualisation of LCP to include not only observable practices of LCP-related activities (‘observed-LCP’) but also pupils’ perceptions of classroom experiences (‘perceived-LCP’), the research differentiated associations of the two types of LCP with learning attitudes. The results indicated that the more pupils felt they experienced LCP, the more positive learning attitudes they had. Conversely, observed-LCP exhibited inconsequential associations with learning attitudes. The paper illuminates the importance of pupils’ subjective experiences of LCP implementation in the global South.