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篇名 西方教师关注力研究:内在意蕴、发展水平和评价方法
並列篇名 Western Study on Teacher Noticing: Definition, Development Level and Evaluation Methods
作者 谢晓宇(XIE Xiaoyu)
中文摘要 20世纪80年代以来,西方国家关于教师关注力的研究逐渐受到关注,尤其是在数学教育领域。雅各布斯等人认为,教师关注力包括三个密不可分的要素:参与学生的行动、解释学生的想法、基于学生的想法作出回应。但是,课堂情境是不断变化的,教师想要关注和解释学生的想法并不容易,需要经历一段过程,这个过程呈现出不同的发展水平。在其他领域,评价关注力的通用方法是在进行一项活动时,研究者要求研究对象说出看到和思考的内容。由于教学的持续性,要求教师中断教学来说明自己关注的重点是不切实际的,取而代之的是使用视频,尤其是视频俱乐部来评价教师的关注力。
英文摘要 Since the 1980s, the research on teacher noticing in western countries has gradually received attention, especially in the field of mathematics education. Victoria R. Jacobs and others believe that teacher noticing includes three inseparable elements: attending to student's strategies, interpreting student's understandings and deciding how to respond on the basis of student's understandings. However, the classroom situation is constantly changing, and it is not easy for teachers to notice and explain student’s thinking. It needs to go through a process that presents four levels. Due to the continuity of teaching, it is unrealistic to ask teachers to interrupt teaching and explain their noticing, and instead use videos, especially video clubs to evaluate teacher noticing is more feasible.
頁次 056-061
關鍵詞 教师教育 教师关注力 学生思维 教学策略 teacher education teacher noticing student thinking teaching strategies CSSCI
卷期 44:5
日期 202205
刊名 比較教育研究
出版單位 北京師範大學/研究所
DOI 10.20013/j.cnki.ICE.2022.05.06