Fletcher Jo, Everatt John, Subramaniam Yogeetha Devi Bala, Ma Ting
Faculty of Education, Te Kaupeka Ako, University of Canterbury, Te Whare Wananga o Waitaha, Christchurch, New Zealand.
N Z J Educ Stud. 2023;58(1):133-151. doi: 10.1007/s40841-023-00280-9. Epub 2023 Mar 27.
In New Zealand, the architectural design of schools and the spaces where children learn are being innovated to allow for more opportunities for teachers and students to work collaboratively. However, there is a dearth of research that has investigated both teachers' and students' perceptions of the learning spaces. Little attention has been paid to Asian students, who may perceive learning quite differently from their English-only speaking counterparts. This article compares the perceptions of teachers with students, highlighting the group from Asian backgrounds in both innovative with traditional learning spaces. Fourteen Year 5 and 6 primary teachers from traditional and innovative learning environments were interviewed. Additionally, a questionnaire was given to 150 Year 5 and 6 students. The study found that although many of the teachers perceived challenges with noise and distraction in innovative learning environments, this was not as evident in the responses from the students, particularly the Asian students.
在新西兰，学校的建筑设计以及孩子们学习的空间正在进行创新，以便为教师和学生提供更多合作的机会。然而，缺乏对教师和学生对学习空间看法的研究。对于亚洲学生的关注很少，他们对学习的认知可能与只说英语的同龄人有很大不同。本文比较了教师和学生的看法，突出了在创新型和传统学习空间中亚洲背景群体的看法。采访了来自传统和创新学习环境的14名五年级和六年级的小学教师。此外，还向150名五年级和六年级的学生发放了问卷。研究发现，尽管许多教师认为创新学习环境中存在噪音和干扰等挑战，但在学生的回答中，尤其是亚洲学生的回答中，这种情况并不明显。
