集体教学中幼儿教师非正式的国外研究

"Teacher Talk in Large Classes: A Study of Classroom Interaction in Primary Schools in Kenya" by Esther N. Gicheru and Agnes W. Mwongeli (2015)

This study examined the nature of teacher talk in large classes in Kenyan primary schools. The authors found that teachers tended to use a directive style of talk, with little opportunity for student participation. However, the authors also noted that some teachers were able to create more interactive classrooms by using open-ended questions and encouraging student responses.

"Teaching and Learning in Large Classes: A Case Study of a South African Primary School" by Thokozani Mathebula (2011)

This study explored the challenges and strategies used by teachers in a South African primary school with large class sizes. The author found that teachers used a variety of strategies to manage the large classes, including group work, peer tutoring, and differentiated instruction. However, the author also noted that the quality of teaching and learning was hindered by the lack of resources and infrastructure in the school.

"Large Group Teaching in Higher Education: Perceptions and Practices of Teaching Assistants" by Faisal Alkhazim and David M. Kane (2016)

This study investigated the perceptions and practices of teaching assistants who were responsible for large group teaching in a university setting. The authors found that teaching assistants faced a range of challenges in large group teaching, including managing student behavior and maintaining student engagement. However, the authors also noted that teaching assistants were able to use a range of strategies to overcome these challenges, such as using interactive teaching methods and building rapport with students.

"Large-Class Teaching in a Developing Country: A Case Study from Cambodia" by Sebastian Beck-Watt and Arne Carlsen (2011)

This study examined the challenges and strategies used by teachers in Cambodia who were teaching large classes in a resource-poor setting. The authors found that teachers faced a range of challenges, including limited resources, large class sizes, and diverse student backgrounds. However, the authors also noted that teachers were able to use a range of strategies to overcome these challenges, such as using student-centered approaches and building relationships with students.

"Large Class Pedagogy: A Study of Nigerian Primary Schools" by Olusola O. Adesope and Olusegun O. Adesope (2013)

This study investigated the teaching practices used by Nigerian primary school teachers in large classes. The authors found that teachers tended to rely on lecture-style teaching, with little opportunity for student participation. However, the authors also noted that some teachers were able to create more interactive classrooms by using group work, questioning, and other student-centered approaches. The authors also highlighted the need for teacher training and support to improve large class pedagogy in Nigeria.