LPS数学课堂研究发现及启示

Learning from LPS Studies on Video-taped Mathematics Classroom Instruction

国际数学课堂录像研究(LPS)表明东亚数学教学具有许多相似性:教师主导下的聚焦学生的全班教学,内存一致的课堂教学结构,"结构化的问题解决"导向教学,关注数学思想渗透和数学推理等。中美数学课堂的个案比较分析还发现,美国教师更为关注重要的数学观点及长远教学目标,重视数学多元表征。这些结果对如何改进我国数学教育有重要的启示作用。

Results from LPS video studies of mathematics classroom instruction suggest that selected education systems in East Asia such as China, Japan and Singapore, share some similarities in mathematics classroom instruction. They include ： teacher - led and student - centered whole class instruction, instructional coherence, guided instruction with structured problems solving, emphasis on mathematical thinking and reasoning. Case studies of mathematics classroom instruction between China and the United States also found that the U. S. teachers, in comparison with their Chinese counterparts, tend to pay more attention to ＂big ideas＂, longterm instructional objectives and multiple mathematical representations. These findings have important implications for the improvement of mathematics classroom instruction in China.