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Using the pedagogy of thinking skills in Christian studies lessons in primary school years 4–6: the teacher’s perspective
Journal of Religious Education ( IF 1.1 ) Pub Date : 2021-02-09 , DOI: 10.1007/s40839-020-00130-6
Kerrin Huth

The inclusion of thinking skills in Religious Education as an intentional pedagogical emphasis encourages depth of understanding as students explore theological concepts in the curriculum. The aim of this research was to investigate the ways in which teachers of Years 4–6 incorporate a pedagogy of thinking skills into Christian Studies lessons, and explore their perceptions of the intended and unintended outcomes. Therefore, the literature review focused on research into the nature of thinking skills and their application in the classroom. Using a constructivist paradigm, the investigation involved interviewing four teachers in Australian Lutheran schools about their understanding of the skills involved in thinking, which in turn, provided insights on their practice. Responses to questions were analysed in terms of language specific to pedagogy of thinking skills [skills and strategies]. The findings suggest that teachers found benefits from the intentional inclusion of a pedagogy of thinking skills in Religious Education lessons as a way of building empathy and developing a deeper understanding of the curriculum. Whole school practices and professional development supported the inclusion of these initiatives across key learning areas. The findings in this paper provide an opportunity for collegial discussion and reflection on current teaching practice with the recommendation of intentional use of a pedagogy of thinking skills in Religious Education in a Lutheran setting, with possible application in other contexts.



中文翻译:

在小学四年级至六年级的基督教学习课程中运用思维技巧的教学法:教师的观点

在宗教教育中包括思维能力作为有目的的教学重点,可以鼓励学生在课程中探索神学概念时加深理解。这项研究的目的是调查4-6年级的教师将思维技巧的教学法纳入基督教研究课程的方式,并探索他们对预期和非预期结果的看法。因此,文献综述的重点是研究思考技能的性质及其在课堂上的应用。该调查采用建构主义范式,采访了澳大利亚路德教会学校的四名教师,以了解他们对思考技巧的理解,从而为他们的实践提供了见识。对问题的回答是根据思维技巧[技能和策略]的教学法所用的语言进行分析的。研究结果表明,教师发现从宗教教育课程中有意识地纳入思维技能教学法,从而建立同情心并加深对课程的理解,从而从中受益。整个学校的实践和专业发展支持将这些计划纳入关键学习领域。本文的研究结果提供了一个机会,可以通过在路德教会环境中有意使用宗教教育中的思维技能教学法,并可能在其他情况下应用,来就当前的教学实践进行学院式讨论和反思。研究结果表明,教师发现从宗教教育课程中有意识地纳入思维技能教学法,从而建立同情心并加深对课程的理解,从而从中受益。整个学校的实践和专业发展支持将这些计划纳入关键学习领域。本文的研究结果提供了一个机会,可以通过在路德教会环境中有意使用宗教教育中的思维技能教学法,并可能在其他情况下应用,来就当前的教学实践进行学院式讨论和反思。研究结果表明,教师发现从宗教教育课程中有意识地纳入思维技能教学法,从而建立同情心并加深对课程的理解,从而从中受益。整个学校的实践和专业发展支持将这些计划纳入关键学习领域。本文的研究结果提供了一个机会,可以通过在路德教会环境中有意使用宗教教育中的思维技能教学法,并可能在其他情况下应用,来就当前的教学实践进行学院式讨论和反思。整个学校的实践和专业发展支持将这些计划纳入关键学习领域。本文的研究结果提供了一个机会,可以通过在路德教会环境中有意使用宗教教育中的思维技能教学法,并可能在其他情况下应用,来就当前的教学实践进行学院式讨论和反思。整个学校的实践和专业发展支持将这些计划纳入关键学习领域。本文的研究结果提供了一个机会,可以通过在路德教会环境中有意使用宗教教育中的思维技能教学法,并可能在其他情况下应用,来就当前的教学实践进行学院式讨论和反思。

更新日期:2021-03-17
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