焦点关注分析框架下职前数学教师的教师关注力——基于全国小学数学示范课的探索性研究

Pre-Service Mathematics Teachers’Noticing under the Focused Analytical Framework:An Exploratory Study Based on National Elementary Exemplary Mathematics Lessons

教师关注力是教师教学能力的重要部分.重视和发展职前教师的教师关注力,有助于提升他们对课堂教学的理解和教学能力.已有的教师关注力分析框架均采用西方的课堂视角,针对中国内地数学教师和课堂教学的研究十分缺乏.因此,研究基于中国课堂发展的焦点关注分析框架(起点、重点、难点和关键点),采用混合研究法,以广东省某高校17位职前数学教师为研究对象,对小学数学示范课数与代数领域的教学视频进行观察和分析,通过焦点关注分析框架探索中国内地职前数学教师在教师关注力方面的表现.结果发现:运用焦点关注分析框架进行观课,职前数学教师在不同焦点所呈现的关注力水平不一致,其中在“关键点”的水平相比其它3个焦点要低;在内容方面多关注教师和教学法.参与研究的职前数学教师可能因为缺乏实践教学经验和对真实课堂的感知,对课堂教学事件的理解不深,所关注的内容较难聚焦.研究的发现为运用焦点关注分析框架分析中国数学课堂教学,促进教师教育中的教师关注力发展提供了一些启示.

Teachers’professional noticing is an important component of their teaching competency.Paying attention to and developing pre-service teachers’(PSTs)noticing skills can improve their understanding of classroom teaching and teaching abilities.Existing analytical frameworks of teacher noticing have adopted a Western classroom perspective.There is a lack of research on mathematics teachers and classroom teaching in China.Therefore,based on the focused analytical framework(start point,key point,difficult point,and critical point),this study used a mixed method.We invited 17 PSTs from a university in Guangdong Province to observe and analyze three exemplary mathematics lessons in the field of number and algebra.The results show that the noticing levels of pre-service mathematics teachers in different focuses are inconsistent,among which the level of“key points”is lower than that of the other three focuses;in terms of content,they pay more attention to teachers and teaching methods.The pre-service mathematics teachers who participated in the study may have a shallow understanding of classroom teaching events due to their lack of practical teaching experience and perception of real classrooms,and it is difficult to focus on the content they pay attention to.This research provides suggestions for using the focused analytical framework to analyze mathematics classroom teaching in China,and for improving teachers’noticing in teacher education.