Teaching assistants: support in action (Chinese)
Teaching assistants: support in action (Chinese)

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Teaching assistants: support in action (Chinese)

2 贡献和角色

希拉里科利民等人(2003年)在评估助教和教师如何在团队里一起工作时指出,虽然人们对有额外支持这事儿有热情,但是很少有人注意到真正在课堂上这种支持是如何体现的。事实是提供学习支持的员工在没有清晰的研究依据证实他们可以为孩子的学习带来改变的情况下就被引进了课堂,但是生活往往比提供研究依据进展得要快。

正如我们所展示的,志愿者往往被请来协助老师的工作,助教没有经过专门的培训就上岗了(尽管越来越多的在职培训有给他们提供)。但是,正像我们所说的那样,志愿者和助教通常有相关的非正式的经验,通用的能力和本能的技巧可以帮助他们完成学校的辅助工作。另外,常识说明当规模大的班级的孩子能够得到愿意支持他们的成人的帮助的时候,会对孩子的学习和发展产生积极的影响。例如,同样的,很多学校积极鼓励家长参与孩子的家庭作业。

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