How can we enhance enjoyment of secondary school? The student view
How can we enhance enjoyment of secondary school? The student view
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DOI：
10.1080/01411926.2010.488718
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发表时间：
2011-01-01
影响因子：
2.3
通讯作者：
See, Beng Huat
中科院分区：
文献类型：
--
作者：
Gorard, Stephen;See, Beng Huat
本文主要从14至16岁的年轻人自己的角度，根据英国约3000名学生的观点，探讨了他们享受正规教育的问题。这些数据包括文献分析、官方统计、对教职员工和学生的访谈和调查。成功的社会关系、小班教学、学习的多样性和学生对自己的学习有一定的控制权等因素往往会促进学校的乐趣。由于认为教学人员不尊重或不关心学生，以及被动的教学方式，学生的学习乐趣往往受到抑制。对于一些不合群的学生来说，一个有更多成人关系的工作或大学环境似乎可以恢复乐趣和热情。例如，与成就不同，享受并没有特别按照标准的学生背景变量进行分层。也没有明显的学校效应的证据。这就意味着，享受应该很容易得到更广泛的提高，对所有年轻人的学习者身份产生积极影响，包括不太愿意学习的人。
This paper considers enjoyment of formal education for young people aged 14 to 16, largely from their own perspective, based on the view of around 3000 students in England. The data include documentary analysis, official statistics, interviews and surveys with staff and students. Enjoyment of school tends to be promoted by factors such as successful social relationships, small classes, variation in learning and students having some control of their learning. Enjoyment tends to be inhibited by perceived lack of respect or concern by teaching staff and passive pedagogy. For some disengaged students, a work or college environment with more adult relationships appears to restore enjoyment and enthusiasm. Enjoyment, unlike attainment, for example, is not particularly stratified by the standard student background variables. Nor is there evidence of a clear school effect. This means that enjoyment should be easy to enhance more widely, positively affecting the learner identities of all young people, including the more reluctant learners.