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随着核心素养在学科实践中的深入,问题提出教学的重要性日益凸显。然而要把问题提出的理论知识转换为问题提出的教学实践,考验着教师在特定情境中运用教学知识的能力。这种能力被西方教育者称为“教师关注”,它是沟通教师知识信念和教学行为的桥梁。本研究以教师关注为切入口,通过设计问题提出情境中的教师关注框架和相关策略,帮助教师实施和改进问题提出教学。文章的论述围绕“哪些内容是问题提出单元设计和改进中教师有必要关注的”“如何帮助教师关注到这些内容”以及“教师关注到这些内容后教学实践发生了什么样的变化”三个问题展开,分别对应促进框架的设计、实施和改进。开发和改进框架的场景发生于与一名小学教师的单元教学合作中,通过教研验证了框架的可行性,并从六个方面进一步具化了框架中问题提出任务的教师关注内容。研究还汇报了干预后该教师的变化:加深了对问题提出知识的运用,拓宽了关注内容,丰富了关注立场,从而促进了其问题提出的教学实践。
Abstract：With the deepening of core competences in disciplinary practice,the value of problemposing has become increasingly prominent.However,transforming knowledge of problem posing into the practice of problem posing is a big challenge for teachers,which requires a kind of so-called ability of “teacher noticing”.Teacher noticing is a valuable perspective that connects teachers' professional knowledge and beliefs to their teaching behaviors.This study intends to facilitate teachers to implement and improve teaching through problem-posing by building a theoretical framework of teacher noticing and relevant strategies in the context of problem-posing.This paper revolves around three questions:(1) What are the contents that teachers need to notice in the design and improvement of problem-posing unit teaching?(2) How to help teachers notice these contents?and(3) What changes do teachers make in their teaching if they notice these contents?These questions are developed corresponding to the process of framework design,framework implementation,and framework improvement,respectively.Meanwhile,it takes the unit teaching of a primary school teacher as an example to illustrate the effect of using the framework.The results verified the feasibility of the framework and further embodied the contents of teacher noticing in the problem-posing tasks in the framework from six aspects.The study also reported the changes of the teacher after the intervention that she has deepened application of problem posing knowledge,broadened the contents of teacher noticing,and enriched the stances of teacher noticing,thus promoting the practice of problem posing instruction.
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基本信息:
中图分类号:G420
引用信息:
[1]李丹杨,吴颖康,徐红,等.透过教师关注促进问题提出教学——一个促进框架的构建与实施[J].全球教育展望,2023,52(02):87-104.
基金信息:
全国教育科学规划教育部重点课题“教师关注视角下职前教师关键教学行为的改进研究”(项目编号:DHA220417)的阶段性成果
2023-02-10
2023-02-10