基于高阶思维培养的专家与新手数学教师课堂对话比较研究

A Comparative Study of Classroom Dialogue between Expert and Novice Mathematics Teachers Regarding Higher-Order Thinking Development

高阶思维的培养是数学教育重要目标,高质量课堂对话是其基本途径,也是新手教师专业成长的困境.以60节初中数学课堂教学录像为样本,采用序列数据挖掘和序列频繁模式挖掘的方法,对专家教师和新手教师课堂对话中高阶思维活动特征进行对比分析,发现:(1)专家与新手教师围绕高阶思维活动展开的对话片段在数量和时长上未有显著差异,但专家教师课堂中学生话语量占比更高.(2)专家教师课堂对话中高阶思维活动类型丰富,并在多种高阶思维活动之间进行自由转换,有利于学生思维层次的维持和逐步提升;(3)新手教师课堂对话中高阶思维活动类型与转换路径单一,频繁从最高阶思维到最低阶思维进行强行跳转,不利于学生高阶思维活动的开展与维持.研究结论为指向高阶思维培养的教学改进,新手教师的专业成长提供参考,序列挖掘方法亦为其它具有序列性特点的样本信息挖掘提供一定的技术支持.

The cultivation of higher-order thinking is an important goal of mathematics education.High-quality classroom dialogue is an important way to develop students’high-order thinking and it is also a dilemma for the professional growth of novice teachers.Taking 60 junior high school mathematics classroom teaching videos as samples,the methods of sequence data mining and sequence frequent pattern mining were used to compare and analyze the characteristics of higher-order thinking activities in the classroom dialogue between expert teachers and novice teachers,and it was found that(1)there was no significant difference in the number and duration of dialogue fragments around higher-order thinking activities between experts and novice teachers.However,the proportion of students’discourse in the classroom of expert teachers is higher;(2)the types of higher-order thinking activities in the classroom dialogue of expert teachers are abundant,and they are freely converted between a variety of higher-order thinking activities,which is conducive to the maintenance and gradual improvement of students’thinking level;(3)the types and conversion paths of higher-order thinking activities in the classroom dialogue of novice teachers are single,and the forced jump from highest-order thinking to the lowest-order thinking is not conducive to the development and maintenance of students’higher-order thinking activities.The research results provide a reference for teaching improvement pointing to higher-order thinking cultivation and the professional growth of novice teachers.The sequence mining method also provides some technical support for sample information mining with other sequential characteristics.