Classroom-Based Strategies for Advanced Learners in Rural Settings
Classroom-Based Strategies for Advanced Learners in Rural Settings
复制标题
农村地区高级学习者的课堂策略
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
G. Hubbard
中科院分区：
文献类型：
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作者：
J. Vantassel;G. Hubbard
本文重点关注农村资优学生的教育需求，他们在典型的学校环境中接受的课程，服务和课程的挑战，他们的地理隔离。在对相关文献进行简要回顾后，本文描述了认知策略和元认知策略的组成部分和特点，这些策略对在一个或多个学习领域表现出高级能力的农村学习者有效。干预措施在两个层面进行了讨论：（a）在学校层面，教育工作者可以提供有效的服务;（B）在课堂层面，教师可以采用不同的策略。文章最后对农村教师专业发展提出了建议。
This article focuses on the educational needs of rural gifted students in respect to their geographic isolation from challenge in the programs, services, and curriculum they receive in typical school settings. After a brief review of the relevant literature, it delineates the components and features of cognitive and metacognitive strategies found to be effective with rural learners who exhibit advanced abilities in one or more domains of learning. The interventions are discussed at two levels: (a) at the school level where educators may offer effective services and (b) at the classroom level where teachers may employ differentiated strategies. The article concludes with implications for the professional development of teachers in rural settings.