Harmonizing Symbolic Representations and Teaching Methods with the Child’s Ability: A Discourse Analysis Approach

Document Type : Original Article

Author

Department of Languages, Mountain Top University, Lagos-Ibadan Express Way, Ogun State

Abstract

Symbolic representations and the methods a teacher adopts to teach pupils, especially at the lower levels are very germane to the actualization of a child’s learning goals and objectives.  Nowadays, many parents, teachers, school owners, and other educational stakeholders are interested in ensuring that a child graduates from one class to another at a rapid rate; whether or not the child understands what he/she learns is not the concern of many educational stakeholders today. This study investigates the graphic symbols and the methods that teachers use to teach pupils, especially at the lower levels. This is qualitative research that adopts Meaning-Text-Theory as its theoretical framework for data analysis. Data were randomly selected from English Alphabetic and phonic textbooks. Participant and non-participant observations of teachers’ teachings in pre-primary schools in Ogun and Lagos States, Nigeria, were adopted as instruments for data collection. One of the major findings reveals that the drilling and recitations methods that most teachers use in teaching their pupils yield little or no results as the pupils they teach find it difficult to neither identify nor understand what they are being taught. The paper, therefore, recommends that pupils should first be tested to know their capabilities before teachers apply learners’ friendly practical method because failure to do so may result in non-achievement of the learning goals and objectives. 

Keywords

Article Title [فارسی]

هماهنگ سازی بازنمایی های نمادین و روش های آموزشی با توانایی کودک: رویکرد تحلیل گفتمان

Abstract [فارسی]

ازنمایی های نمادین و روش هایی که معلم برای آموزش به دانش آموزان به کار می گیرد، به ویژه در سطوح پایین تر، برای تحقق اهداف و مقاصد یادگیری کودک بسیار مؤثر است. امروزه، بسیاری از والدین، معلمان، صاحبان مدارس و سایر ذینفعان آموزشی علاقه مند هستند تا اطمینان حاصل کنند که کودک از کلاسی به کلاس دیگر با سرعت بالایی فارغ التحصیل می شود. اینکه کودک آنچه را که می آموزد می فهمد یا نه، دغدغه بسیاری از ذینفعان آموزشی امروز نیست. این پژوهش به بررسی نمادهای گرافیکی و روش‌هایی می‌پردازد که معلمان برای آموزش به دانش‌آموزان به‌ویژه در سطوح پایین‌تر به کار می‌برند. این تحقیق کیفی است که نظریه معنا-متن را به عنوان چارچوب نظری خود برای تجزیه و تحلیل داده ها اتخاذ می کند. داده ها به طور تصادفی از کتاب های درسی الفبای انگلیسی و آوایی انتخاب شدند. مشاهدات مشارکت‌کننده و غیرمشارکت‌کننده از آموزه‌های معلمان در مدارس پیش‌دبستانی در ایالات اوگان و لاگوس، نیجریه، به عنوان ابزاری برای جمع‌آوری داده‌ها استفاده شد. یکی از یافته‌های اصلی نشان می‌دهد که روش‌های حفاری و تلاوت که اغلب معلمان در آموزش به دانش‌آموزان خود استفاده می‌کنند، نتیجه کمی یا بدون نتیجه می‌دهد، زیرا دانش‌آموزانی که آموزش می‌دهند، نه شناسایی و نه درک آنچه به آنها آموزش داده می‌شود، دشوار است. بنابراین، این مقاله توصیه می‌کند که دانش‌آموزان ابتدا باید برای شناخت توانایی‌های خود، قبل از اینکه معلمان روش عملی دوستانه یادگیرنده را به کار گیرند، آزمایش شوند، زیرا عدم انجام این کار ممکن است منجر به عدم دستیابی به اهداف و مقاصد یادگیری شود.
 
 

Keywords [فارسی]

  • بازنمایی های نمادین
  • روش ها
  • تحلیل معنا-متن
  • اهداف یادگیری
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Volume 2, Issue 2 - Serial Number 2
August 2022
Pages 89-110
  • Receive Date: 18 January 2022
  • Revise Date: 10 March 2022
  • Accept Date: 05 June 2022
  • First Publish Date: 01 August 2022