教师的交际教学促进学生批判性思维

Gilang Rajasa, N. Sari
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引用次数: 2

摘要

一般来说,在课堂学习过程中,学生的四项技能以及批判性思维都会得到提高。印度尼西亚的小学课程往往没有提供更深层次的英语课程,每周大约有2x35分钟。本研究采用定性研究方法。数据来自两次会议的课堂录像和观察,以揭示其他发现。样本数据取自小学四年级学生。接下来,采访老师,从老师那里挖掘关于特定活动的信息,并从之前录制的视频中获得老师的反馈。最后,向学生发放问卷,从另一个角度获取信息。研究结果表明,教师并不是培养和增强学生批判性思维的唯一因素,学生们也有助于鼓励彼此完成任务。当老师试图与全班展开讨论时,他们帮助其他学生发言并陈述自己的想法。此外,教师还给予了高阶和低阶思维技能,以培养、表达和创造学生在课堂上思考和积极进取的心态。
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TEACHER’S COMMUNICATIVE TEACHING TO ENCOURAGE STUDENTS’ CRITICAL THINKING
Generally, students are intended to be better in four skills matter as well as their critical thinking along learning process in the classroom. Indonesia elementary school curriculum tends to give no option to build deeper prospect of English subject for about 2x35 minutes a week. The study conducted qualitative research method. The data were obtained from two meetings classroom video recording and observation to expose other findings. The sample data were taken from the fourth grade of elementary school students. Next, interviewing the teacher to dig information from the teacher about particular activities and to get teacher’s feedback from the video that has been recorded before. Finally, distributing a questionnaire to the students to gain information from another perspective. The findings showed the teacher is not the only one factor which develops and enhance students’ critical thinking, but the students also contribute to encouraging each other to do the task. They helped other students to speak up and state their mind when the teacher tried to open discussion with the class. Besides, the teacher gave higher and lower order thinking skill to develop, express, and create students’ mindset to think and to be active along in the classroom.
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发文量
8
审稿时长
12 weeks
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