小学教师在 L1 语言课上不鼓励学生进行元认知的七个原因

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-08-19 DOI:10.1111/ejed.12740
Stéphane Colognesi, Thibault Coppe, Lara Dannau, Elise Barbier
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引用次数: 0

摘要

特别是在语言教学领域,人们已经认识到元认知策略可以最大限度地提高语言习得和成绩。尽管如此,目前似乎很少有教师在教学实践中考虑元认知。本研究采用定性设计,重点关注阻碍比利时法语区教师在第一语言(L1)课程中促使学生进行元认知的原因。我们对七位教师进行了半结构式访谈。我们抽样调查的教师认为,使用元认知策略能给学生带来益处。但是,尽管如此,他们明确表示,在第一语言(L1)课程中,他们并没有促使学生进行元认知。这其中有七个具体原因,文章对此进行了概述。了解了这些原因,我们就能有的放矢地对教师进行 L1 元认知培训。
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Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons

Specifically in the field of language teaching, it has been recognized that metacognitive strategies maximize language acquisition and improve performance. But despite this, it appears that few teachers currently consider metacognition in their teaching practices. The current study adopted a qualitative design to focus on the reasons that inhibit teachers in French-speaking Belgium from prompting their students to engage in metacognition in first-language (L1) lessons. Semistructured interviews were conducted with seven teachers. The teachers in our sample believed that use of metacognitive strategies can provide benefits for students. But despite this, they explicitly said that they do not prompt their students to engage in metacognition in L1 language lessons. And this for seven specific reasons, as outlined in the article. Knowing these reasons allows us to target the points of attention to be had in training teachers in metacognition in L1.

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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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