دانلود مقاله آموزش رشدی در مدارس ابتدایی هلند
چکیده
مقدمه
روش
نتایج
بحث
منابع
Abstract
Introduction
Method
Results
Discussion
References
چکیده
در این بررسی ادبیات، ما نتایج یادگیری آموزش رشدی (DE) در هلند را ارزیابی می‌کنیم. این رویکرد آموزشی مبتنی بر چت بیش از 30 سال است که وجود داشته است و به طور مداوم با همکاری معلمان، مربیان معلمان و محققان در حال توسعه است. اگرچه نتایج این رویکرد در عمل آموزشی و چندین مطالعه تحقیقاتی ارزیابی می‌شود، هیچ مطالعه مروری سیستماتیکی برای ارائه یک نمای کلی از نتایج یادگیری DE انجام نشده است. بنابراین، ما یک مطالعه مروری نظام مند روایی را انجام دادیم. ما دریافتیم که تحقیقات در زمینه DE هم در حوزه و هم در طراحی متفاوت است. نتیجه می‌گیریم که دانش‌آموزان در DE هنجارهای ملی در مورد رشد زبان را برآورده می‌کنند، نمرات کافی تا خوب را در رشد ریاضی نشان می‌دهند و به نظر می‌رسد که نمرات بالاتری در رشد اجتماعی-عاطفی در مقایسه با دانش‌آموزان مدارس غیر DE دارند. این نتایج باید با احتیاط تفسیر شوند، زیرا این مطالعه مروری عمدتاً شامل مطالعات در مقیاس کوچک است. بنابراین، ما توصیه می‌کنیم که مطالعات آینده باید یک طرح طولی اتخاذ کنند، مدارس و دانش‌آموزان بیشتری را شامل شوند، و آزمون‌های مناسب را برای ارزیابی نتایج یادگیری به روشی متناسب با رویکرد DE اعمال کنند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
In this literature review, we evaluate the learning outcomes of Developmental Education (DE) in The Netherlands. This CHAT-based teaching approach has been around for over 30 years and is constantly being developed in collaboration between teachers, teacher educators and researchers. Although outcomes of this approach are evaluated in educational practice and several research studies, no systematic review study has been carried out to present an overview of the learning outcomes of DE. Therefore, we conducted a systematic narrative literature review study. We found that research in the field of DE varies both in domain and design. We conclude that pupils in DE meet national norms on language development, show sufficient to good scores on mathematical development and seem to have higher scores on social-emotional development compared to pupils in non-DE schools. These conclusions should be interpreted with caution, as this review study includes mainly small-scaled studies. Therefore, we recommend that future studies should adopt a longitudinal design, include more schools and pupils, and apply appropriate tests to evaluate the learning outcomes in a way that fits the DE approach.
Introduction
Due to the increasing international interest in educational innovations since the 1970s, the attention for the potentials of the Vygotskian approach to human learning and development also has been growing considerably. Especially with regard to early childhood education, many academics all over the world have been involved in building and evaluating new educational programs for young children, with the intent to promote children's development from the perspective of the Cultural-Historical Activity Theory (CHAT; e.g. Bodrova & Leong, 2007; Fleer, 2010). Despite the differences among these programs, they are all committed to applying CHAT-concepts in early years practices.
Results and analyses
In this part of our review, the outcomes of our narrative synthesis are presented. First, we give a general overview of the most important aspects of the included studies, such as domain and research design. Next, we provide a narrative synthesis of the studies, separately for each of the five domains.
In general, the 33 studies show a large diversity on several aspects. First, the studies differ in research design and methodology. 15 Studies only reported on quantitative data from quasi-experimental designs, 5 studies only reported on qualitative data from case-studies in DE classrooms, and 13 studies could be characterized as mixed-method. Second, studies differed in the age of the participating pupils: 20 studies focused on pupils in the lower grades of primary school (ages 4–8), 12 studies focused on pupils in the middle and upper grades (ages 8–12) and one study focused on pupils aged 4–14. Third, the studies that were included differed in the domains they focused on. Studies could be classified into four different educational domains: (1) language development, (2) mathematical development, (3) social-emotional development, and (4) other domains (for example, music education). For each domain, we subsequently give a general description, describe the effects or relations between the DE approach and pupils' learning outcomes, and give a general conclusion on how the DE approach supports pupils' learning in that specific domain.