摘要
对一位小学青年数学教师如何学习运用"问题提出"教学进行个案研究.该教师先后使用"问题提出"教学法和传统教学法设计并执教同一节课.在比较了两节课的异同之处、描绘了学生参与的课堂场景后,又对该教师在运用"问题提出"进行设计和执教该节课的过程中所遇到的挑战及克服挑战所使用的策略进行了总结.研究发现:问题提出教学法比传统教学法有优势,合作伙伴对教师的问题提出教学有重要作用.
In this study,we described and analyzed how a mathematics teacher learned to teach using problem posing.The teacher taught two lessons on the same topic,one using problem posing and the other without.In this paper,we first analyzed the similarities and differences between the two lessons,followed by a discussion of the advantages of teaching using problem posing.Most importantly,we documented and analyzed the challenges encountered by the teacher in the process of designing and teaching the lesson using problem posing,the struggles she experienced in transitioning from a familiar pedagogy to a completely new approach,and the strategies she used to overcome those challenges.This study also demonstrated the importance of context-based teacher?researcher partnerships for teachers’learning.
作者
陈婷
徐红
徐冉冉
张萍
蔡金法
CHEN Ting;XU Hong;XU Ran-ran;ZHANG Ping;CAI Jin-fa(Research Centre for Basic Education,Southwest University,Chongqing 400715,China;Xinjie Changshan Primary School,Zhejiang Hangzhou 311217,China;School of Mathematics and Statistics,Southwest University,Chongqing 400715,China;Department of Mathematical Science,University of Delaware,Newark DE 19716,USA)
出处
《数学教育学报》
CSSCI
北大核心
2019年第2期7-12,共6页
Journal of Mathematics Education
基金
中国基础教育质量监测协同创新中心重点培育项目--西藏小学生数学学业质量监测(2018-06-020-BZPK01)
西南大学引进人才(教育部"长江学者"讲座教授)计划项目--数学问题提出对教师专业发展和学生创新能力提升的长期跟踪研究(SWU118118)
重庆市研究生科研创新项目--小学数学教师问题提出能力的实证研究(CYB:18117)
关键词
简易方程
数学教师
问题提出
教师学习
个案研究
simple equation solving
mathematics teacher
problem posing
teacher learning
case study
