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How a computer will help educate a child quicker 計(jì)算機(jī)如何使孩子的學(xué)習(xí)效率提高
By Mark Blacklock
Computers in the classroom can help children to learn more than five times faster than normal, new research has revealed.
But new technology can only put pupils on the fast track in literacy and numeracy if they have highly－motivated teachers who know how to make the best use of school equipment.
The findings of a study by researchers at Newcastle University may reduce fears among some parents that computers might damage children's reading and writing skills.
Project manager Steve Higgins said:" With professional support and a focus on clearly identified subject objectives,teachers can use computers very effectively to help raise standards." He and his colleague David Mosley spent almost two years examining the effect of Information and Communications Technology in lessons.
They worked with hundreds of primary school pupils aged four to nine at 20 carefully selected schools in Tyne and Wear, Northumberland, Lancashire, Gloucestershire and the West Midlands.
The classes were picked because of their teachers' track record in achieving good results from pupils.
The children's standards were measured and recorded throughout the study and the methods of using high－tech aids analysed by the research team.
In subjects like mathematics, the children were able to pack an average of 2.8 months' work into just one month. In reading and writing the improvement was even more astonishing――5.1 months' progress in only four weeks.
At one school, pupils of below average reading ability used software to create their own book, which was then presented to the rest of the class.
In another school, a teacher who provided palmtop computers found children enthusiastically redrafting their work with the use of the spellchecker and thesaurus.
The teacher said he thought the devices increased the youngsters' motivation to write and revise their work.
The project team observed the work of classes using ICT, analysed teaching methods and then interviewed teachers about their techniques. Researchers then undertook development work with groups of the teachers to help build on the most successful methods.
By only the second term of the project the children were found to have made significant gains on standardised tests.
The group's report says:" Pupils made significant gains on standardised tests in 14 out of 16 development classes."
But the researchers warned that not every area of teaching might benefit from the use of ICT, so it is just as important for staff to decide when not to use it as when and how to use it.
The research team, which was sponsored by the Teacher Training Agency, concluded that no single approach proved most effective because a combination of different factors was at work.
The report, which is available free to schools from the university's Department of Education, concludes: " ICT offers the potential to improve standards of attainment in literacy and mathematics."
" The gains made indicate that teachers can raise levels of pupils' attainment when they use ICT to support their teaching in literacy and numeracy and have clear objectives for each subject."
But it stressed that it is crucial for teachers to be enthusiastic and to have clear targets.
It is also important that both staff and pupils have adequate skills, and that there is enough equipment and corresponding technical backup to overcome any difficulties.
[參考譯文]
計(jì)算機(jī)如何使孩子的學(xué)習(xí)效率提高
吳潔 摘譯
一項(xiàng)新的研究成果顯示，在課堂上孩子用計(jì)算機(jī)學(xué)習(xí)，可使學(xué)習(xí)效率比平時(shí)提5倍以上。
如果教師熱心教學(xué)，并知道如何有效利用學(xué)校的設(shè)備，學(xué)生便可借助新技術(shù)使讀寫(xiě)能力和計(jì)算能力突飛猛進(jìn)。
有些父母擔(dān)心計(jì)算機(jī)會(huì)損害孩子的讀寫(xiě)能力。英國(guó)紐卡斯?fàn)柎髮W(xué)研究人員的一項(xiàng)研究成果也許能減輕他們的疑慮。
該研究項(xiàng)目的負(fù)責(zé)人史蒂夫·希金斯說(shuō)："只要有專(zhuān)業(yè)指導(dǎo)，集中精力于明確的課題目標(biāo)，教師們可以利用計(jì)算機(jī)很有效地提高教學(xué)質(zhì)量。"這位負(fù)責(zé)人和他的同事大衛(wèi)·莫斯利花了近兩年時(shí)間考察"信息與通訊技術(shù)"(ICT)的教學(xué)效果。
他們精心挑選了20所英國(guó)小學(xué)(分別位于泰恩·威爾、諾森伯蘭、蘭開(kāi)夏、格羅斯特、西米德蘭等地)，將其中4歲至9歲的幾百名小學(xué)生作為研究對(duì)象。
所選班級(jí)有一個(gè)共同點(diǎn)，即任課教師的教學(xué)效果良好。
研究小組在整個(gè)項(xiàng)目過(guò)程中檢測(cè)并記錄了學(xué)生的水平，分析了高科技輔助手段的使用方法。
例如在算術(shù)課上，孩子們可以在短短1個(gè)月內(nèi)學(xué)會(huì)以前平均要2.8個(gè)月學(xué)的課程。而讀寫(xiě)課的進(jìn)展更令人吃驚--學(xué)生只花4個(gè)星期就完成了過(guò)去需要5.1個(gè)月才能完成的學(xué)習(xí)任務(wù)。
在其中的一所學(xué)校，閱讀能力本來(lái)低于平均水平的學(xué)生已能利用軟件自己編書(shū)供班上其他同學(xué)閱讀。
在另一所學(xué)校，一位教師讓學(xué)生使用掌上電腦，結(jié)果發(fā)現(xiàn)孩子們?cè)谂d致勃勃地用"拼寫(xiě)檢查"和"同類(lèi)詞匯編"修改自己的作業(yè)。
這位教師認(rèn)為掌上電腦激發(fā)了孩子們寫(xiě)作業(yè)和改作業(yè)的興趣。
項(xiàng)目小組觀(guān)察了使用ICT班級(jí)的上課情況，分析了課堂教學(xué)方法，并對(duì)教師就其教學(xué)技巧進(jìn)行了采訪(fǎng)。然后研究人員和教師們一道從事開(kāi)發(fā)，以期造就最成功的教學(xué)方法。
實(shí)驗(yàn)進(jìn)行到第二學(xué)期，孩子們就在標(biāo)準(zhǔn)化測(cè)試中取得了很大進(jìn)步。
研究小組的報(bào)告說(shuō)："16個(gè)開(kāi)發(fā)實(shí)驗(yàn)班中有14個(gè)班的學(xué)生在標(biāo)準(zhǔn)化測(cè)試中取得了很大進(jìn)步。"
但研究人員同時(shí)警告說(shuō)，并不是教學(xué)活動(dòng)的每一領(lǐng)域都能從使用ICT中受益。因此，教師不僅要知道何時(shí)使用及如何使用ICT，而且還要知道什么時(shí)候不該使用它。
由教師培訓(xùn)機(jī)構(gòu)贊助的研究小組得出如下結(jié)論：由于是多方面因素共同起作用，因此無(wú)法證明哪一種教學(xué)方式是最有效的。
各中小學(xué)可從紐卡斯?fàn)柎髮W(xué)教育系那里免費(fèi)獲得研究小組的這份報(bào)告。該報(bào)告的結(jié)論是："ICT可提高學(xué)生的讀寫(xiě)和算術(shù)能力。"
"所獲成果顯示：教師使用ICT協(xié)助讀寫(xiě)課及算術(shù)課教學(xué)，又對(duì)這兩門(mén)課程有明確的目標(biāo)，就能提高學(xué)生的學(xué)習(xí)效率。"
但報(bào)告同時(shí)強(qiáng)調(diào)，教師熱心教學(xué)與明確目標(biāo)同樣極為重要。
此外，師生都要有嫻熟的電腦操作技能。教室里要有足夠的設(shè)備和相應(yīng)的技術(shù)措施，以便解決可能出現(xiàn)的問(wèn)題。
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