如何从教师的教入手照顾学生多样性——对四位加拿大小学教师数学教学实践的研究

How to Cater to Students’ Diversity from Teaching——Research on Four Canadian Elementary Teachers’ Teaching Practice in Mathematics

采用质性研究取向,通过对加拿大安大略省多伦多市四位加拿大籍小学教师的数学教学进行为期六个月的追踪研究,发现在数学教学中照顾学生多样性,加拿大小学教师多基于学生的最近发展区用平行任务设置弹性空间,围绕课程标准中的大概念设计开放性问题给予学生选择性,通过使用学具将思维可视化以关照学生不同的学习风格与认知风格,借力信息技术激发学习兴趣让学生体验在玩中学,针对学生的个别差异运用多元途径实现个性化指导。这对于我国重视并推进教师在照顾学生多样性中的作用,充分认识并发挥开放性问题与平行任务的重要教学价值,以及促进信息技术与课程深度整合辅助进行差异化教学有重要借鉴意义。

Using a qualitative research approach,through a six-month follow-up study of the mathematics teaching practice of four Canadian elementary teachers in Toronto,this study found that the Canadian teachers commonly set up flexible space with parallel tasks based on students’zone of proximal development.Specifically,revolving around the big ideas of the curriculum standard,they design open-ended questions among which students can choose,enable students to visualize their thinking through the use of manipulatives to cater to students’different learning styles and cognitive styles,use technology to stimulate students’interest that they learn w students,and adopt multiple ways to achieve personalized guidance according to students’individual differences.The study has important implications for China in terms of promoting the role of teachers in catering for students’diversity,fully understanding and achieving the important teaching value of open-ended questions and parallel tasks,and also promoting in-depth integration of technology in differentiated teaching in mathematics.