Werbalne działania nauczyciela wspierające uczenie się uczniów. Artykuł recenzyjny książki Urszuli Dernowskiej "<<Rusztowanie>> w procesie dydaktycznym. Studium nauczycielskiego scaffoldingu"

• Authors: Aleksandra Tłuściak-Deliowska

Title variants

EN

Teacher’s Verbal Actions to Support Students’ Learning: A Review Article of Urszula Dernowska’s book “Scaffolding” in the Teaching Process: A Study of Teacher Scaffolding

Abstracts

EN

The subject of the article is the teacher’s verbal activities supporting students’ learning in the classroom, and thus constituting a scaffold for their development, participation and deeper understanding of the explored topic, and as a result, their independence in thinking. A look at the “scaffolding” in the classroom environment will be achieved by referring to Urszula Dernowska’s book “<> in the didactic process. Teacher scaffolding study” (2022). This book deserves attention because it presents a diagnostic approach to actual communication events recorded during the lesson in natural conditions, in which the teacher is perceived as a participant in the lesson discourse. In addition, in the Polish scientific literature there is a noticeable lack of an exhaustive and monographic study directly exposing the issue of scaffolding in the school classroom. The article first considers the contemporary culture of learning and culture of thinking together with students, and then analyzes the cited scientific publication.

PL

Przedmiotem opracowania są werbalne działania nauczyciela wspierające uczenie się uczniów w klasie szkolnej, a zatem stanowiące rusztowanie dla ich rozwoju, partycypacji i głębszego zrozumienia eksplorowanego tematu, a w efekcie ich niezależności w myśleniu. Spojrzenie na „rusztowanie” w warunkach klasy szkolnej zostanie osiągnięte za sprawą odwołania do książki Urszuli Dernowskiej „<> w procesie dydaktycznym. Studium nauczycielskiego scaffoldingu” (2022). Książka ta zasługuje na uwagę, ponieważ prezentuje diagnostyczne ujęcie faktycznych zdarzeń komunikacyjnych zarejestrowanych na lekcji w warunkach naturalnych, w których to nauczyciel jest postrzegany jako współuczestnik dyskursu lekcyjnego. Ponadto, w polskiej literaturze naukowej dostrzegalny jest brak wyczerpującego i monograficznego opracowania eksponującego bezpośrednio zagadnienie scaffoldingu w klasie szkolnej. W artykule podjęto wpierw rozważania nad współczesną kulturą uczenia się i myślenia wspólnie z uczniami, a następnie dokonano analizy przywołanej publikacji naukowej.

Keywords

PL

nauczyciel; scaffolding; wspieranie uczenia się; dyskurs lekcyjny; autonomia uczniów

EN

teacher; scaffolding; supporting learning; classroom discourse; student autonomy

• Publisher: Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
• Journal: Forum Pedagogiczne
• Year: 2023
• Volume: 13
• Issue: 2
• Pages: 163-174

Dates

published

2023

Contributors

author

Aleksandra Tłuściak-Deliowska

• Akademia Pedagogiki Specjalnej im. M. Grzegorzewskiej w Warszawie

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Identifiers

DOI

10.21697/fp.2023.2.12

Biblioteka Nauki

40458737