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Learning by teaching face-to-face: the contributions of preparing-to-teach, initial-explanation, and interaction phases
European Journal of Psychology of Education ( IF 2.821 ) Pub Date : 2021-03-30 , DOI: 10.1007/s10212-021-00547-z
Keiichi Kobayashi

Teaching other students in a face-to-face manner has been shown to effectively foster both one’s own and their learning. This study experimentally investigated whether and how tutors and tutees academically benefit from three phases of face-to-face teaching: preparing-to-teach, initial-explanation, and interaction phases. Japanese undergraduates (n = 80) acted as tutors or tutees in peer tutoring. After studying with the expectation of teaching face-to-face or taking a test (the preparing-to-teach phase), tutor participants provided tutee participants with initial instructional explanations, without asking or answering questions (the initial-explanation phase), and then engaged in a question-and-answer period (the interaction phase). Tutor and tutee participants learned better by providing and receiving higher-quality explanations in the initial-explanation and interaction phases. Face-to-face teaching vs. test expectancy had no effects on the quality of tutor participants’ explanations or their learning outcomes. The results suggest that both the initial-explanation and interaction phases contribute to learning by teaching face-to-face, whereas the preparing-to-teach phase does not.



中文翻译:

通过面对面的教学来学习:准备教学,初始解释和互动阶段的贡献

事实证明,以面对面的方式教其他学生可以有效地促进自己和他们的学习。这项研究通过实验研究了辅导员和学生在学业上是否以及如何从面对面教学的三个阶段中受益:准备上课,初始解释和互动阶段。日本大学生(n= 80)担任同伴补习中的补习老师。在期望面对面教学或参加测试后(准备阶段)学习后,导师参与者向学员提供了初步的指导性解释,而没有提出或回答问题(初始解释阶段),并且然后进入问答阶段(互动阶段)。通过在初始解释和交互阶段提供和接受更高质量的解释,导师和受训者可以更好地学习。面对面的教学与考试的期望值对导师参加者的讲解质量或学习成果没有影响。结果表明,最初的解释阶段和交互阶段都通过面对面的教学来促进学习,而准备到教学的阶段则无济于事。

更新日期:2021-03-30
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