哈西德派学校的教学和测试:技能、内容和知识自动性作为其他日制学校环境的模型

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Journal of Jewish Education Pub Date : 2020-11-22 DOI:10.1080/15244113.2020.1841588
Moshe Krakowski
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引用次数: 0

摘要

摘要本文使用对布鲁克林四所哈西德派小学的实地访问数据,研究这些学校使用的特定学习、复习和测试活动如何应用于其他犹太教育课堂,以建立知识深度和自动化。关于世俗科目的学习和认知的文献已经确定了许多课堂技巧,这些技巧可以促进深度学习和长期记忆,而不是肤浅的回忆,但这些技巧还没有系统地应用于犹太研究课堂。哈西德派学校的宗教教育总体方法与其他犹太走读学校有很大不同,它们采用了融合了许多这些技术的独特学习活动。因此,哈西德派学习实践的一些元素可能代表了其他犹太研究背景的宝贵模式。
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Teaching and Testing in Hasidic Schools: Skills, Content, and Knowledge Automaticity as a Model for Other Day School Contexts
ABSTRACT This article uses data from site visits to four Hasidic elementary schools in Brooklyn to examine how specific learning, review, and testing activities used in these schools might be applied in other Jewish education classrooms to build knowledge depth and automaticity. The literature on learning and cognition in secular subjects has identified many classroom techniques that promote deep learning and long-term retention rather than superficial recall, but these techniques have not been applied systematically to Jewish studies classrooms. Hasidic schools, whose overall approach to religious education differs significantly from that of other Jewish day schools, employ distinctive learning activities that incorporate many of these techniques. Some elements of Hasidic learning practices may thus represent a valuable model for other Jewish studies contexts.
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来源期刊
Journal of Jewish Education
Journal of Jewish Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.70
自引率
75.00%
发文量
15
期刊最新文献
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