达特茅斯代写:三大局限性

2017-07-31 14:55

这项研究有三大局限性。一个是说服参与者进行面试的困难。为了找到面试者，我设法通过我的个人网络招聘了一些应聘者。但是，很难获得他们的采访许可。正如我在访谈结果部分所描述的，他们不愿意接受我的面试建议，因为他们也明白他们的大多数想法都会对沉浸式教育产生负面的看法。因此，在他们的要求下，我们同意在他们所有的名字、学校和提到的人的匿名情况下进行采访。第二限制问题缺乏真正的课堂观察，由于我们之间的距离，虽然他们为我提供了他们的教学视频，这不足以检查整体的学习过程中，学生的活动，等等，相反，我必须依靠自己在教学方法上的解释和信仰，学生的反馈，并在一个虚拟的方式，课堂气氛。艾伦（2002：524）表明，教师的信念有很大的不同，这取决于诸如专业组织中的成员、性别、最高学历和私立学校和公立学校等因素。达特茅斯代写:三大局限性最后，学生的反馈和评论需要被检查。采用新的教育方案不仅要受到教师的反馈，还要受到学生的反应。如果学生对新的浸入式课程中的科目感到满意，或有学习动机，这也应反映在发展教育政策中。此外，韩国目前的教学趋势将更加以学习者为中心。学生期望和想要学习的东西应该被重视并带到前台。这些局限性为今后的研究提出了一些建议。对这一浸入式教育问题的进一步研究应该立足于实地，以便为韩国的政策制定者、浸入式教育者和学校管理者提供更深入的了解。
达特茅斯代写:三大局限性
There are three big limitations of this study. One is the difficulty of persuading participants to have interviews. For finding interviewees, I managed to recruit some of the candidates through my personal network. However, it was very difficult to get their permission for interviews. As I described in the interview results section, they hesitated to accept my interview proposal, because they also understood that most of their ideas would possess negative views of immersion education. Therefore, at their request, we agreed to have interviews on condition of the anonymity of all of their names, schools and mentioned people. The second limitation concerns a lack of real 'class observation.' Due to the long distance between us, although they provided me with video clips of their teaching, it was not enough to check the overall learning process, students' activity, etc. Instead, I had to rely on their explanations and beliefs in terms of teaching methods, students' feedback, and the classroom atmosphere in a virtual manner. Allen (2002: 524) shows that 'teachers' beliefs are significantly different, depending on factors such as membership in professional organizations, gender, highest educational degree earned, and private vs. public school.' Finally, students' feedback and comments need to be examined. Adopting a new education programme should be influenced not just by teachers' feedback, but also by the students' response. If students are satisfied with, or are motivated to learn, the subjects within the new immersion programme, this should also be reflected in developing education policy. Moreover, the current trend of teaching in Korea would be more learner-centred. What students expect and want to learn should be emphasised and brought to the foreground. These limitations present some suggestions for future research. Further research on this immersion education issue should be done based on the spot so that the research could provide a clearer picture of the way ahead for English immersion education in the Korean system to policy makers, immersion educators and school administrators.

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