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

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Teaching assistants: support in action (Chinese)

3.2 辅助、支持和教学

助教给老师提供辅助,帮助学生学习很长时间以来都被认为是官方对助教角色的看法,很多政策制定者依然持有这个观点。助教负责教学生成了禁忌,但是这点好像也在发生变化。在英格兰和威尔士,高级助教起初是来给专职老师准备好的课程“代课”的,但是有理由认为很多助教确实是在教课,并不只是因为代课就一定要和孩子互动,他们也有可能变成教学的关系(汉考克等人,2010年;森多瑞克,2009年)。比如,开放大学为助教开设的准学士学位就明确说明这个学位是为在小学做“教学”而不是“辅助学习”用的。迪娄(2010年,第8页)说助教的工作“看起来和教书很像”,同时也要做一些相对传统的辅助工作。不赖迟福德等人(2012年)指出如果助教“与学生的关系和教学法、指导相关”(第140页),他们就都有意愿教书。

尽管从理论上来讲,“辅助”标明了教师和助理在概念上的区别,但在实际工作中很难做到。这是因为,成人和孩子在学校里的互动成效很大程度取决于孩子对和他们一起活动的成人的反应。教学不能简单地“施加”给孩子。为了更有效果,需要孩子的参与—和孩子们“一起”做。因此孩子在教学机构里永远是重要的一份子,因为他们对是否有教学发生有很大影响。因此,从孩子的角度看,可以信服地说,助教比教师可能教得效果更好。埃尔斯等人(2004年)在一项有关孩子们如何看待教师和助教的区别的调查中就是这样说的。

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