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1.
Claire Margolinas Lalina Coulange Annie Bessot 《Educational Studies in Mathematics》2005,59(1-3):205-234
Our research is concerned with teacher’s knowledge, and especially with teacher’s processes of learning, in the classroom,
from observing and interacting with students’ work. In the first part of the paper, we outline the theoretical framework of
our study and distinguish it from some other perspectives. We argue for the importance of distinguishing a kind of teacher’s
knowledge, which we call didactic knowledge. In this paper, we concentrate on a subcategory of this knowledge, namely observational didactic knowledge, which grows from teacher’s observation and reflection upon students’ mathematical activity in the classroom. In modeling
the processes of evolution of this particular knowledge in teachers, we are inspired, among others, by some general aspects
of the theory of didactic situations. In the second part of the paper, the model is applied in two case studies of teachers
conducting ordinary lessons. In conclusion, we will discuss what seems to be taken into account by teachers as they observe
students’ activity, and how in-service teacher training can play a role in modifying their knowledge about students’ ways
of dealing with mathematical problems. 相似文献
2.
Su GAO 《Frontiers of Education in China》2014,9(4):519-551
The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries. However, the empirical relationship between these two kinds of science teaching and student science performance is not soundly established, which is worth a careful examination. Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, using a two-level hierarchical linear modeling (HLM) approach and simultaneous multiple regression, this study examines the above relationship using the Trends in International Mathematics and Science Study (TIMSS) 2011 8th grade dataset from Singapore, Chinese Taipei, and the US. The study found that for the low-performing students, none of the inquiry-based teaching practice items measured had a significant relationship with the science achievements at any performance levels of students in any country/region except for the case of two inquiry-based teaching practice items that were positively related to Chinese Taipei students’ achievements. No didactic teaching practice items were associated with the Singapore students’ science achievement, three of these practice items were found negatively related to Chinese Taipei students’ science achievement, and one traditional didactic teaching practice was negatively related to the science achievement of U.S. students. However, for medium- and high-performing students, none of these inquiry-based or traditional didactic science-teaching practices were found to be positive predictors of science performance in all three countries/regions. However, in the case of Chinese Taipei, one didactic teaching practice item was negatively related with the medium level performing students’ achievement and two didactic teaching practices were found to hinder high-performing students’ science achievements. 相似文献
3.
Joaquim BarbÉ Marianna Bosch Lorena Espinoza Josep GascÓN 《Educational Studies in Mathematics》2005,59(1-3):235-268
The Anthropological Theory of Didactics describes mathematical activity in terms of mathematical organisations or praxeologies and considers the teacher as the director of the didactic process the students carry out, a process that is structured along six dimensions or didactic moments. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis
of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisation around
the limits of functions as it is proposed to be taught at high school level. The observation of an empirical didactic process will finally show how the internal dynamics of the didactic process is affected by certain mathematical and didactic constraints
that significantly determine the teacher’s practice and ultimately the mathematical organisation actually taught. 相似文献
4.
This article, based upon the field of comparative didactics, seeks to contribute to the identification of generic and specific features in the teaching and learning process. More particularly, its aim was to examine, through the study of two different school subjects: biology and English as a second language, how passive didactic differentiation can develop and account for the gap in progress growing between more-able and less-able students. For our analysis, we adopt a didactic viewpoint basing our study on what is going on in the class when the teacher and her students interact and use notions borrowed from the Joint Action Theory in Didactics. At the end of the article, we mainly argue that more teacher training focused on ‘objects of learning’ and ‘knowledge-in-use’ is necessary if we want teachers to be able to produce didactic milieus adapted to students with mixed abilities and, more generally, if we want to increase epistemic access. 相似文献
5.
This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially
the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation
as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical
frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological
theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the
chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from
the point of view of other theoretical viewpoints.
“Original” in the sense of having been developed specifically for research in mathematics education and not borrowed from
other domains such as psychology, sociology, etc. 相似文献
6.
AbstractThe article describes an experiment in teaching training undertaken in the context of the Masters programme in Teacher Training (for primary school teachers) at the Lisbon College of Education. The training experiment was able to: (1) incorporate mother tongue teaching into the broader curriculum; (2) relate the teaching of texts and the teaching of grammar; and (3) integrate the theoretical and practical dimensions of teacher training. The didactic scheme adopted relies on theoretical assumptions such as the concept of the integrated curriculum, the model of didactic sequence and the principles of socio-discursive interactionism. This training experiment has proved to be particularly useful for all the participants in the process (teachers of the course; trainee teachers; children in the schools; and the form teachers of the classes where the trainees do their practice). As a result of it, there has been a clear improvement in the quality of the teaching provided by our trainees in the domains of writing and grammar. The main advantages of this approach are that: (1) it structures the teaching of writing and grammar; (2) it uses projects to socially contextualize writing tasks; (3) it develops various language skills in an integrated fashion, while at the same time working on different areas of knowledge; and (4) it defines forms of spiral progression. 相似文献
7.
Physically active lessons present a key paradigm shift in educational practice. However, little is known about the barriers to implementing physically active lessons. To address this, 31 practising primary teachers (23?=?female) from 9 primary schools across West Yorkshire, England, were engaged in focus group interviews. Drawing on the socio-ecological model, findings revealed that barriers influencing the implementation of physically active lessons are multifaceted. Teacher’s confidence and competence, concerns over classroom space, preparation time and resources, coupled with the wider school culture that is influenced by governors and parents, reinforce a didactic approach and act as barriers to physically active lessons. 相似文献
8.
Randall M. Moate Jane A. Cox Steven R. Brown Erin M. West 《Counselor Education & Supervision》2017,56(4):242-258
Thirty‐five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning. 相似文献
9.
The purpose of the present article is to give an account of the emergence of knowledge pertaining to the transition from arithmetic
to algebra in the course of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic
interaction between each student and a given problem, (2) the adidactic interaction of each student with the procedures generated
by other students during stage 1. The two kinds of processes – adaptation to a milieu and social interactions – play a critical role in the change of “rationality” required for the move from arithmetic to algebra.
Both the design of the initial mathematical problem given to the students and the organization of the interactions leading
to the debate under study in this article are based on this hypothesis. The research presented in this article is set in a
broader work of didactic engineering that aims at studying didactic conditions for making a connection between arithmetic
practices and algebraic practices. 相似文献
10.
The study refers to the unfavourable reputation and status of general didactics as well as its decreasing importance in teacher education. This is a result of poor performance achieved in international tests by students. They score low on knowledge and arguments, and empirical studies indicate that didactic models are useless. In view of the above problem, the aim of this article is to examine the validity of the argument that didactic models are useless. It is necessary to examine if general didactics are being in an unfavourable position along with its possible successors in the international context. In order to achieve that, we conducted an empirical study into the usability of didactic models for lesson planning in Croatia and compared it with the results obtained in previous research in Germany. The term usability means the advantages of theory in practice. On the basis of the results of the empirical study, we concluded that didactic models are not generally unusable. Additionally, they are different according to their usability. These results open a path for further research on this topic in the international context. 相似文献
11.
Elina Harjunen 《Teachers and Teaching》2013,19(1):109-110
Authority, a fundamental part of the teaching–studying–learning process, is a problematic and poorly understood component of classroom life. It can be said, in practical terms, that pedagogical authority is constructed in classrooms, in teacher–student interaction and in the spirit of their physical presence, confidence, appreciation, responsibility and respect, and in the way they both relate to the content and norms. Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Depending on how these relations are enacted in the classroom, they, in turn, may evolve into pedagogical authority. Data collected from four teachers’ interviews in Finnish comprehensive schools are analysed and some empirical evidence is provided to show the characteristics of these relations and how they construct this positive view of authority. More research on pedagogical authority resulting from these relations in classroom settings is needed to account for this critical educational phenomenon. 相似文献
12.
Vassilios Dagdilelis Maya Satratzemi Georgios Evangelidis 《Education and Information Technologies》2004,9(2):159-173
In Greece, the development of the teaching of Information Technology (IT) in schools has been greatly influenced by the rapid development of technology, making IT literacy a priority for all individuals. Consequently, the teaching of algorithms and programming, with the ulterior motive of teaching modeling as well as problem solving, has been greatly limited in Secondary Education. However, we strongly believe that algorithms and programming constitute an important intellectual tool and should be included in basic education. In any case, both the research literature findings, as well as, our own experience confirm the fact that novice programmers come up against many mental obstacles in their attempts to understand the functioning of programs or the construction of algorithms. In order to deal with these difficulties and successfully teach the elementary concepts of algorithms and programming, we have developed didactic scenarios, which are based on specially designed educational software. In conjunction with this, we are attempting to develop a program for the systematic training of those students who will become IT teachers in Secondary or Primary Education. The most significant findings of our research are summarized as follows: (a) The development of educational software and its experimental use in the teaching process allow us to formulate several general rules related to the specific didactic characteristics, which these environments should include. (b) Educational software is effective only when it is incorporated within the framework of the didactic scenarios that the teacher organizes and which are supported by the software. (c) Teachers do not spontaneously use educational software in the context of this rationale. Therefore, specific training is required so that they adopt and use such software in didactic scenarios. 相似文献
13.
幼儿阶段的实践教学可以起到很好的启蒙作用,教师在开展教学工作的过程中,需要克服引导不合理、实践课较少、教学方法单一等弊端。文章通过分析幼儿实践教学的重要性及其中存在的问题,对提升幼儿实践能力的措施进行探讨,强调教师要合理编排教材、重视课堂教学、活跃课堂氛围、创设教学情境,有效激发幼儿的活力。 相似文献
14.
Ron Tzur Martin A. Simon Karen Heinz Margaret Kinzel 《Journal of Mathematics Teacher Education》2001,4(3):227-254
This report presents an account of one teacher's mathematics teaching and a perspective that underlies his teaching. Nevil
was a fifth grade teacher participating incurrent mathematics education reforms in the United States. Through the account,
we make distinctions about teachers' thinking and practice that can inform teacher education efforts. We constructed an account
by analyzing four sets of classroom observations and interviews. We observed that Nevil decomposed his understandings of the mathematics into smaller components and connections among those components. He created situations that
he believed made those components and connections transparent and attempted to elicit those connections from the students.
This account illustrates a practice that is different both from traditional practice and the type of practice that we would
envision as a goal for teacher development. We contribute two important aspects of mathematics teacher development from traditional
to reform-oriented teaching. In particular, we describe teachers' perspectives – assimilatory structures that constrain and
afford (a) the sense they make of professional development opportunities and (b) their potential learning in teacher education
settings.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
15.
Teresa Assude 《Educational Studies in Mathematics》2005,59(1-3):183-203
Time is a constraint but also a condition of operating within a didactic system. Don’t we need to distinguish several kinds of times? Our study will focus on teachers’ time management strategies. We will identify these strategies by taking into account two temporal dimensions – didactic time and time capital – and the rate at which the former advances relative to the latter, called the pace of an activity, a lesson or a teaching sequence. Those strategies have been identified in the specific context of the integration of the Cabri-geometry dynamic geometry software in the daily work of a French primary school. 相似文献
16.
周娟 《商洛师范专科学校学报》2005,19(4):125-126
新时期教育教学指导思想的转变，给思想政治课教学带来了新的机遇和挑战。中学思想政治课教师唯有转变观念，在课堂教学中坚持研究性教学、综合性教学、专题性教学，才能增强思想政治课教学的实效性，提高教学效果。 相似文献
17.
新时期教育教学指导思想的转变,给思想政治课教学带来了新的机遇和挑战。中学思想政治课教师唯有转变观念,在课堂教学中坚持研究性教学、综合性教学、专题性教学, 才能增强思想政治课教学的实效性,提高教学效果。 相似文献
18.
In computer gaming situations in kindergartens, the pre-school teacher’s function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the organising or distal role are challenging. An alternative role is an intermediate position in which the teacher is a contributor and encouraging bystander. The term didactic dissonance is suggested to capture the challenges and tensions in didactic situations where teacher and child participate with conflicting roles and expectations. Didactic dissonance may help educators reflect on teacher roles in didactic contexts. 相似文献
19.
大学教学学术的机制及其教师发展意蕴 总被引：9，自引：0，他引：9
教学学术是一种独特的学术形式,它扎根于教学实践,并通过理论与实践的彼此互动来推动自身走向丰满;教学学术是一种由教学内容知识加以表征的学术活动,课堂教学研究在教学内容知识的发展上起着核心的作用。根据新的大学教学学术观,在观念层面,教师应成为教学的行动研究者;在策略层面,应通过多样化的教师发展模式来积淀教师的教学学术;在制度层面,应通过完善教师发展制度来营造教师潜心教学学术的外部环境。 相似文献
20.
薄春节 《徐州师范大学学报(哲学社会科学版)》2010,(3)
当前的课堂教学出现了许多虚假现象,如课堂作业课外完成的现象不仅没有减轻学生的课业负担,反而加重了学生课外作业量;课堂讨论是开放课堂教学的一个重要标志,但许多课堂讨论却流于形式;课堂提问是课堂教学中师生双向活动最常用的方法,但在实际教学中,许多教师的课堂提问具有应付的成份。课堂教学中出现的许多虚假现象使得教学手段与预期的教学目的相去甚远。为提高课堂教学效果,教师必须既备教材,又备学生,在教学手段上采取相应的对策。 相似文献