塔斯马尼亚代写作业:共同的理解的想法

2018-07-15 21:00

创造共同的意义和共同的理解的想法，虽然在教学和学习的社会文化方法的中心，已经在其他的圈子里被质疑。例如Stone(1998)就更精确地阐述了主体间性过程中涉及的机制。他认为，教师和学习者之间的人际关系的质量对于在课堂上发生的学习质量至关重要。斯通强调了教师和学习者之间共享理解的重要性，并指出，对于缺乏对有效沟通和对话的实用主义惯例的理解，成年人(尤其是年幼的孩子)可能并不总是足够敏感。他特别关切地指出，教师和学生之间的共同理解和共同理解的参考系不是立即发生的，而是需要时间来发展的。纵向研究的理由,比如摩尔和惠特莫尔(1998)的研究前面所提到的,因此是一个强大的一个,因为这些提供一个丰富的老师/学习者关系比描述随着时间的快照研究孤立的教与学的交流往往产生扭曲和教师能力的负面看法。
塔斯马尼亚代写作业:共同的理解的想法
The idea of creating shared meanings and joint understandings, whilst central to the socio-cultural approach to teaching and learning, has been queried in other circles.  Stone (1998), for example, has been concerned to elaborate more precisely the mechanisms involved in the process of intersubjectivity.  He argues that the quality of the interpersonal relationship between teacher and learner is crucial for the quality of learning that takes place within the classroom.  Stone emphasises the importance of shared understanding between teacher and learner and observes that adults may not always be sensitive enough to the lack of understanding, particularly in younger children, of the pragmatic conventions apparent for effective communication and dialogue.  He is particularly concerned to point out that shared understandings and commonly understood frames of reference between teacher and pupils do not occur instantly but take time to develop. The argument for longitudinal studies, such as the research by Moll and Whitmore (1998) mentioned earlier, is therefore a strong one since these provide a richer description over time of teacher/learner relationships than ‘snapshot studies' of isolated teaching and learning exchanges which can often produce a skewed and negative view of teachers' competence.

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