Learning by teaching face-to-face: The contributions of preparing-to-teach, initial-explanation, and interaction phases
Learning by teaching face-to-face: The contributions of preparing-to-teach, initial-explanation, and interaction phases
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通过面对面教学进行学习：准备教学、初步解释和互动阶段的贡献
DOI：
10.1007/s10212-021-00547-z
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
小林敬一
中科院分区：
文献类型：
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作者：
沼山博;三浦主博;河野理恵・河野保子・中島紀子;河野理恵・小野寺敦子・元井沙織;河野理恵・中島紀子・河野保子・大羽詩織・青井みどり・奥田泰子;中島紀子・河野理恵・河野保子・大羽詩織・青井みどり・奥田泰子;小林敬一;小林敬一;小林敬一
面对面的教学方式已经被证明可以有效地促进自己和他们的学习。本研究实验调查了面对面教学的三个阶段：准备教学阶段、初始讲解阶段和互动阶段，导师和学生是否以及如何在学术上受益。日本大学生（n= 80）在同伴辅导中担任导师或学生。在进行了面对面教学或参加测试的预期学习后（准备教学阶段），导师参与者向被训导参与者提供初步的教学解释，不提问也不回答问题（初始解释阶段），然后进入问答阶段（互动阶段）。通过在初始解释和互动阶段提供和接受更高质量的解释，导师和辅导班参与者学得更好。面对面教学与考试预期对导师参与者的解释质量或学习成果没有影响。结果表明，初始解释阶段和互动阶段都有助于面对面教学的学习，而准备教学阶段则没有。
Teaching other students in a face-to-face manner has been shown to effectively foster both one’s own and their learning. This study experimentally investigated whether and how tutors and tutees academically benefit from three phases of face-to-face teaching: preparing-to-teach, initial-explanation, and interaction phases. Japanese undergraduates (n= 80) acted as tutors or tutees in peer tutoring. After studying with the expectation of teaching face-to-face or taking a test (the preparing-to-teach phase), tutor participants provided tutee participants with initial instructional explanations, without asking or answering questions (the initial-explanation phase), and then engaged in a question-and-answer period (the interaction phase). Tutor and tutee participants learned better by providing and receiving higher-quality explanations in the initial-explanation and interaction phases. Face-to-face teaching vs. test expectancy had no effects on the quality of tutor participants’ explanations or their learning outcomes. The results suggest that both the initial-explanation and interaction phases contribute to learning by teaching face-to-face, whereas the preparing-to-teach phase does not.