How does the use of narrative nonfiction in the Key Stage 2 history classroom affect learning, specifically in comparison to the use of nonfiction?

在第二阶段历史课堂上使用叙事性非小说类作品对学习有何影响，特别是与非小说类作品的使用相比？

• 批准号: 1916178
• 金额: --
• 依托单位: King's College London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1916178
• 关键词: How; does; use; narrative; nonfiction

Narrative is thought to be the 'fundamental instrument of human thought' (Turner, 1996:4), yet within the Key Stage 2 classroom, narrative is usually confined to the teaching of specific English skills (Duke, 2000; Kiris et al., 2011). If narrative is so fundamental to human cognition and thought, perhaps it should be utilised more widely across the primary curriculum to teach a range of subjects such as history. However, there are concerns that using narratives in the history classroom might reduce history to myth (Barthes, 1993), as narratives are not always factual. To counteract these concerns, narrative nonfiction is proposed as a potential solution. Narrative nonfiction is entirely factual, drawing on reliable sources and evidence, but is written using literary devices and structures commonly associated with fiction writing, such as close attention to plot structure, character development (Alpert, 2006; Gutkind, 2007). Therefore, this text type combines accurate information, which is essential when teaching subjects such as history, with narrative devices, which appeal to our basic cognitive functioning, creating a potentially powerful teaching tool (Bage, 1999). This research aims to compare the impact of nonfiction and narrative nonfiction on history learning in the Key Stage 2 classroom. Two phases of research will be conducted to do so. Firstly, a survey will be emailed to Year 5 and 6 teachers in approximately 16,500 schools across England, exploring teachers' understandings of narrative nonfiction as a genre and how teachers categorise text extracts. Inferential statistics will be presented to create a picture of how different texts are typically perceived and used in primary schools. Chi-square tests will be run to explore any potential relationships between demographic facts, awareness of narrative nonfiction and perception or use of genres in the classroom. The second phase of research will involve a comparative experiment. The participant sample will comprise 4 Year 5 classes, with 2 classes from 2 different primary schools, producing a sample of approximately 100 children. This phase of data collection will take place over 5 weeks. The interventions will begin in week 2. Each class will be delivered by a 30-minute history lesson on a focused topic, followed by a 30-minute intervention. One class from each school will be assigned to experimental condition A, and the other to condition B. Background information on classes, such as participants' ability and socioeconomic background, will be collected to compare similarities and differences of classes within and between schools and experimental conditions. Participants in experimental condition A will be read a short NNF text relating to the content of the preceding history lesson. They will then be given a list of questions which aim to assess their second-order knowledge, and asked to discuss these questions in small groups. Discussions of questions will be audio-recorded. Classes in experimental condition B will follow the same procedure, with the same discussion questions, but will be read a short nonfiction text. Both texts will be closely matched according to content and difficulty level. This process will be repeated once in Week 3 and once in Week 4, with different historical focuses. In week 5, children will complete a written post-assessment, to reassess their substantive knowledge.

叙事被认为是“人类思维的基本工具”（Turner，1996：4），但在关键阶段2的课堂上，叙事通常仅限于特定英语技能的教学（杜克，2000; Kiris等人，2011年）。如果叙事对人类认知和思维如此重要，也许它应该在小学课程中更广泛地使用，以教授历史等一系列科目。然而，有人担心在历史课堂上使用叙事可能会使历史沦为神话（巴特，1993），因为叙事并不总是真实的。为了解决这些问题，叙事非小说被认为是一个潜在的解决方案。叙事非小说是完全真实的，利用可靠的来源和证据，但使用文学手段和结构通常与小说写作，如密切关注情节结构，人物发展（Alpert，2006; Gutkind，2007）。因此，这种文本类型结合了准确的信息，这是必不可少的教学科目，如历史，与叙事手段，呼吁我们的基本认知功能，创造一个潜在的强大的教学工具（巴格，1999年）。本研究旨在比较非小说和叙事非小说对关键阶段2课堂历史学习的影响。为此将进行两个阶段的研究。首先，一项调查将通过电子邮件发送给英格兰大约16,500所学校的5年级和6年级教师，探讨教师对叙事性非小说类作品作为一种体裁的理解，以及教师如何对文本摘录进行分类。推理统计数据将被提出，以创建一个不同的文本是如何典型地感知和使用在小学的图片。将进行卡方检验，以探索人口统计学事实，叙事非小说的意识和感知或在课堂上使用体裁之间的任何潜在关系。第二阶段的研究将包括一个比较实验。参与者样本将包括4个5年级班级，其中2个班级来自2所不同的小学，产生约100名儿童的样本。本阶段的数据收集将持续5周。干预措施将在第2周开始。每堂课将由30分钟的历史课就一个重点话题，然后是30分钟的干预。每个学校的一个班将被分配到实验条件A，另一个班将被分配到条件B。收集班级的背景信息，如参与者的能力和社会经济背景，以比较学校内部和学校之间以及实验条件下班级的异同。实验条件A中的参与者将阅读与前一节历史课内容相关的简短NNF文本。然后，他们将得到一个问题清单，旨在评估他们的二级知识，并要求小组讨论这些问题。对问题的讨论将被录音。实验条件B的班级将遵循相同的程序，讨论相同的问题，但将阅读一个简短的非小说类文本。这两个文本将根据内容和难度水平紧密匹配。这个过程将在第3周和第4周重复一次，重点不同。在第5周，孩子们将完成书面的后评估，重新评估他们的实质性知识。