Alam Md Bayezid, Zhu Zhiyong
Department of Political Science, Murarichand College, Sylhet, Bangladesh.
Faculty of Education, Beijing Normal University, Beijing, China.
Front Psychol. 2022 Jul 12;13:922743. doi: 10.3389/fpsyg.2022.922743. eCollection 2022.
Private tutoring is a newly emerging field of research, which remains largely under-theorized. Adopting the Vygotskian philosophy of learning as an analytical lens, this qualitative study conceptualized the academic effects of private tutoring in a Bangladeshi higher secondary educational context. The primary data were gathered from 18 semi-structured interviews with tutored students, parents, and teachers. The data from secondary sources were also collected to supplement the primary data. A thematic procedure was used to analyze the data. The analysis demonstrated two important findings. First, students internalized knowledge and skills through scaffolding by their private tutors, which eliminated their learning deficiencies and boosted their academic credentials. Second, private tutoring induced long-term deficiencies as it provided rote learning. It dulled students' critical thinking and made them dependent on others. The paper carried significant theoretical implications by producing a unique insight into students' learning in the shadows from a Vygotskian perspective.
私人辅导是一个新兴的研究领域，在很大程度上仍缺乏理论支持。本定性研究采用维果茨基的学习哲学作为分析视角，对孟加拉国高中教育背景下私人辅导的学业效果进行了概念化。主要数据来自对接受辅导的学生、家长和教师的18次半结构化访谈。还收集了二手资料的数据以补充主要数据。采用主题分析法对数据进行分析。分析得出了两个重要发现。第一，学生通过私人辅导老师的支架作用内化了知识和技能，这消除了他们的学习缺陷，提高了他们的学业成绩。第二，私人辅导导致了长期缺陷，因为它提供的是死记硬背的学习方式。它钝化了学生的批判性思维，使他们依赖他人。本文从维果茨基的视角对学生在暗处的学习产生了独特的见解，具有重要的理论意义。
