Massive increase in eager TAs: experiences from extreme apprenticeship-based CS1
Massive increase in eager TAs: experiences from extreme apprenticeship-based CS1
复制标题
渴望的助教大量增加：基于极端学徒制的 CS1 的经验
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Jaakko Kurhila
中科院分区：
文献类型：
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作者：
Arto Vihavainen;Thomas Vikberg;Matti Luukkainen;Jaakko Kurhila
早在第二学期，让学生作为助教参与我们的CS1课程就开始了滚雪球效应，越来越多的学生希望成为体验的一部分。我们允许学生在他们认为对教学有意义的背景下做出贡献并承担责任。以学生为教师的教学方法是指在实际教学环境中由资深教师指导他们，这保证了承担任务的学生有足够的同伴和教师支持。我们有相当大比例的学生(约20%)以教师的身份参与。这给我们带来了几个好处：(1)新学生作为机构的代表，而不仅仅是学生组织，受到其他学生的欢迎；(2)学生及早理解并承担起教师的责任；(3)大量热切的助教。
Incorporating students to participate as teaching assistants in our CS1 as early as during their second semester has started a snowball effect, in which more and more students want to be a part of the experience. We allow students to contribute and take responsibility in a context they see as meaningful for teaching. The students-as-teachers approach means that they are mentored by senior teachers in the actual teaching context, which guarantees enough peer and faculty support for students undertaking the task. A significant percentage of our students (ca. 20%) participate as teachers. This has brought us several benefits: (1) new students are welcomed to the learning community by other students as representatives of the institution, not just student organizations, (2) students understand and undertake the responsibility of being a teacher early, and (3) a massive number of eager TAs.