Kinder D, Bursuck W
Department of Educational Psychology, Counseling, and Special Education, Northern Illinois University, DeKalb 60115.
Except Child. 1993 Feb;59(4):324-35. doi: 10.1177/001440299305900405.
This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3-6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.
这项多基线研究调查了强调知识联系的历史策略教学法在教授有行为障碍的初中生方面的有效性。干预措施涉及三个班级的24名学生和3名教师，为期3至6周。该策略包括一个精心编写的课程，其中有活跃的师生互动；学生做笔记、制作时间线和词汇定义；以及使用精心挑选的历史教科书进行相互提问。结果表明，历史策略是有效的；与采用传统历史教学的基线教学相比，每个班级的学生都有立竿见影且具有教育意义的进步。
