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首页> 外文会议>International Conference on Education Innovation >The Implementation Of Contextual Teaching And Learning (CTL) Improving Social Skill And Cognitive Development Of Kindergarten Children Group B
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The Implementation Of Contextual Teaching And Learning (CTL) Improving Social Skill And Cognitive Development Of Kindergarten Children Group B

机译：上下文教学和学习的实施（CTL）改善幼儿园儿童幼儿园儿童的社会技能和认知发展

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The large number of learning applications focused on transferring knowledge, repetition, and non-contextual teaching in pre-school becomes the background of the study. The objectives of the research are 1) to know the influence of Contextual Teaching and Learning (CTL) in improving cognitive development and social skill of early childhood (2) to prove the application of CTL learning that can change the mindset of early childhood teachers into methods that can be applied in the learning process. The research stands on constructivism theories because CTL is the learning that is based on situated cognition. The method of the research is quantitative experimental. The population of the research is 260 students TK-B cluster V Sukolilo district, Surabaya. The samples of the study are 36 students as an experimental group and 36 students as a control group which was selected randomly. The researchers compared the results of cognitive development that used CTL and without CTL. Data analysis used SPSS 17 program for windows evaluation version. The results showed that SPSS 17 proved the significant influence of cognitive development and social skill of TK-B cluster V Sukolilo district after applying CTL method.
机译：大量的学习申请专注于在学前学前转移知识，重复和非语境教学成为研究的背景。该研究的目标是1）了解情境教学和学习（CTL）在提高幼儿期的认知发展和社会技能方面的影响（2）以证明CTL学习的应用，可以改变幼儿教师的心态可以应用于学习过程的方法。该研究代表了建构主义理论，因为CTL是基于位于认知的学习。该研究的方法是定量实验性的。该研究人口是Surabaya的260名学生TK-B集群V Sukolilo区。该研究的样本是36名学生作为实验组，36名学生作为随机选择的对照组。研究人员比较了使用CTL和没有CTL的认知发展的结果。数据分析使用SPSS 17用于Windows评估版本的程序。结果表明，SPSS 17在应用CTL方法后证明了TK-B集群V Sukolilo区的认知发展和社会技能的显着影响。

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