'Interactive Whole Class Teaching' in the National Literacy Strategy
'Interactive Whole Class Teaching' in the National Literacy Strategy
复制标题
国家扫盲战略中的“互动全班教学”
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
K. Wall
中科院分区：
文献类型：
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作者：
F. Hardman;F. Smith;K. Wall
基于英国早期对国家扫盲战略(NLS)话语的小规模研究的证据，本文介绍了对具有全国代表性的小学教师的互动和话语风格的更广泛调查(n=70)的结果。利用计算机化的观察时间表和语篇分析系统，本文探讨了官方认可的互动全班教学在NLS教学中的影响，看看它是否促进了学生更高水平的互动和认知参与。这些发现支持了我们之前的研究，并表明NLS正在鼓励教师使用更直接的教学形式，而学生几乎没有机会探索和阐述他们的想法。考虑到调查结果对课堂教学和教师专业发展的影响，这些教师负责实施国家政策主导的倡议，如全国最低工资标准。
Building on evidence from an earlier small-scale study of the discourse of the National Literacy Strategy (NLS) in England, the findings of a more extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers are presented. Using a computerised observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of 'interactive whole class teaching' in the teaching of the NLS to see whether it is promoting higher levels of interaction and cognitive engagement by pupils. The findings support our earlier study and suggest that the NLS is encouraging teachers to use more directive forms of teaching with little opportunities for pupils to explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS.