全球教育展望

师生互动是中学数学课堂中的关键教学行为。通过选取中国、芬兰、法国和澳大利亚四个国家中学数学课堂录像进行实证研究,探寻出中芬法澳课堂中师生互动模式的可能形态:整体态势上中国课堂中的师生互动较为静态,并表现出教师主导性;而芬法澳三国的师生互动更为动态。互动模式1:教师提问-学生回答是各国主导的师生互动模式,中国尤甚;中国的互动模式1与芬法澳迥异,主要表现在互动对象上;互动模式2:学生提问-教师回答在中国课堂几乎缺失;互动模式3:教师讲解-学生听讲是各国课堂知识传输的主要媒介,中国课堂中尤甚;互动模式4:学生做题-教师辅导中的教师辅导,在中国主要表现为全班集中讲解,体现出集体主义色彩,在芬法澳课堂中主要是个性化、针对性的小组或个别辅导;互动模式5:课堂管理在芬法澳课堂是重要的师生互动形式,中国课堂缺失。

Teacher-student interaction is one of the Critical Pedagogy Behavior(CPB)in middle school mathematics classrooms.This empirical study,drawn on the selected videos of middle school mathematics classrooms in China,Finland,France and Australia,aimed to explore the similarities and differences between these countries.The conclusions are as follows:Overall,the teacherstudent interaction in the China classrooms appear to be less dynamic compared to the classrooms in the other countries;Interaction Model 1:Teacher questioning-student answering is the dominant type of interaction in all four countries but is more frequently seen in the Chinese classrooms;Interaction Model 2:Student questioning-teacher answering is rarely found in the Chinese classrooms;Interaction Model 3:Teacher explaining-student listening is the main medium of knowledge transmission,especially in the Chinese classrooms;For Interaction Model 4:Student doing exercise-teacher mentoring is often carried out as whole class instruction reflecting the collectivist pedagogical character in China,while in Australia,France and Finland,is more likely to be individual-or group-targeted;Interaction Model 5:Classroom management is an important form of interaction between teachers and students in the Australia,France and Finland classrooms but is not evident in the Chinese classrooms.