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1.
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers’ pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete understanding of content and pedagogical content knowledge related to exponential functions. The teachers’ understanding of how to translate from table to closed-form and recursive equations grew as a result of their use of the Mathematics: Modeling Our World textbook, while the Discovering Algebra textbook appeared to be more beneficial in terms of pedagogical content knowledge. Teachers read from the student lessons in both textbooks, but read differently from the sections of both textbooks intended for the teacher. They focused more on the purpose of the Mathematics: Modeling Our World lesson and more on the places where students might experience difficulties in the margins of the Discovering Algebra lesson. The teachers’ learning was influenced by their own personal characteristics (e.g., previous textbook experiences) as well as textbook qualities (e.g., organization).  相似文献   

2.
ABSTRACT

Just as language reflects one’s thoughts, the text of science textbooks reflects the structure of scientific knowledge and thought. Therefore, students’ learning of scientific language leads to their acquisition of the structure of scientific knowledge and thought. The purposes of this study were to extract scientific semantic network from science textbooks as the ideal model of using scientific language, and to examine how well science teachers are implementing scientific semantic networks in science classes by comparing and analysing their spoken language. Through a recursive method, science textbooks were searched for keywords and their relationships, and consequently a scientific semantic network was presented. As a result of the comparison with science teachers’ spoken language, it was found that the teachers were not able to implement the scientific semantic network exactly and efficiently in class, and the focus of the contents of their instruction was also different from the textbook. Science textbook was focused on qualitative aspects of the concept such as meaning, element, characteristic etc, on the other hand science teachers’ language was focused on quantitative aspect of the concept such as calculation, graph etc.  相似文献   

3.
Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a teacher dominated textbook use and a low frequency and restricted range of textbook references per lesson, with some 40% of the Senior Secondary classes observed making no use of their textbook in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information. Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.  相似文献   

4.
对于教科书问题,目前过多的集中在＂教教科书＂与＂用教科书教＂以及教科书理论研究层面,而在真实的课堂教学中关注教科书研究问题却少有问津。课程标准指导下的新教材,其内涵已融入新的理念。基于个案研究分析以了解在真实的历史教学活动中教科书是如何影响教师的教授和学生的学习方式,换一种视角来探讨研究新课程下教科书变革问题比起纯理论说明也许会给我们今后使用或研究教科书更多启示。  相似文献   

5.
Background: Textbooks are integral tools for teachers’ lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students’ knowledge as they contain various representations that influence students’ learning. However, several studies report that students have difficulties understanding models in general, and chemical bonding models in particular, and that students’ difficulties understanding chemical bonding are partly due to the way it is taught by teachers and presented in textbooks.

Purpose: This article aims to delineate the influence of textbooks on teachers’ selection and use of representations when teaching chemical bonding models and to show how this might cause students’ difficulties understanding.

Sample: Ten chemistry teachers from seven upper secondary schools located in Central Sweden volunteered to participate in this study.

Design and methods: Data from multiple sources were collected and analysed, including interviews with the 10 upper secondary school teachers, the teachers’ lesson plans, and the contents of the textbooks used by the teachers.

Results: The results revealed strong coherence between how chemical bonding models are presented in textbooks and by teachers, and thus depict that textbooks influence teachers’ selection and use of representations for their lessons. As discussed in the literature review, several of the selected representations were associated with alternative conceptions of, and difficulties understanding, chemical bonding among students.

Conclusions: The study highlights the need for filling the gap between research and teaching practices, focusing particularly on how representations of chemical bonding can lead to students’ difficulties understanding. The gap may be filled by developing teachers’ pedagogical content knowledge regarding chemical bonding and scientific models in general.  相似文献   


6.
This study explores how textbooks function in education. It asked whether opportunities provided in math textbooks to engage in tasks demanding different levels of understanding correlate with students’ achievements on tasks demanding equivalent levels of understanding on a standardized exam. The textbooks evaluated were two 8th grade mathematics textbooks used by students in the Arab community in Israel, showing that Textbook A makes more cognitive demands than Textbook B. The study correlated textbooks’ cognitive demand with the scores of all 8th grade students in the Arab community who completed the national math test in 2015 and studied in schools using either Textbook A or B (N = 4040), while attending to mediating variables. The findings show that if a textbook provides the opportunity to engage in tasks demanding higher levels of understanding, students using this book will have higher scores. The study shows that gender and SES play an important role in how opportunities provided in textbooks interact with students’ scores. Many factors influence variations in mathematics achievements within and between nations. The findings illuminate textbooks’ ability to provide opportunities to learn mathematics. As a result, they raise new questions about how teachers use textbooks and about the role of textbooks in promoting access and equity in mathematics education. Although the work explored specific textbooks, its findings shed light on how learning opportunities relate to achievements more generally.  相似文献   

7.
统编小学语文教科书与民族地区教师知识水平、教学能力、教学方法分别呈现高、中、低水平的适切性;教科书内容与教师适切性处于中等水平,教科书编排与教师适切性较高。为坚定不移推进统编小学语文教科书在民族地区的使用,应适当修订教科书、沿用原有听说教材、开发教学资源、加强教师培训。只有教师用好统编教科书,少数民族年轻一代才能真正掌握和使用国家通用语言文字。  相似文献   

8.
语文是工具性与人文性统一的学科,在新课标下编写高中语文教材不但要将文词语法等工具性教育内容与情感态度等人文性教育内容结合起来,还要与现实生活、学生实际紧密相连。因此,新课标下高中语文教材在编写时应该注重人文性、典范性和时代性。同时,教材是学生与教师、学生与作者之间进行交流对话的媒介。在教材使用中,教师应结合学生的生活实际,使教材贴近学生;要丰富教学过程,使教材生动活泼;要结合时代变化,使教材适当深化。  相似文献   

9.

This paper explores the use of counselling and other helping skills with young people in schools, focusing on how teachers, who may not be formally trained, work in this area. The author argues that counselling in schools may not be common but that teachers’ use of counselling skills and the involvement in intensive case work is much more so. The ethical issues in this work are identified. It is argued that schools should draw up their own ethical position statements and that staff who are involved in intensive support work with pupils should receive supervision.  相似文献   

10.
语文教科书是聋生获取科学文化知识、锻炼语言文字应用能力、形成正确人生观和价值观的重要媒介。为了解我国聋校语文教科书的研究进程,采取内容分析法,整理了1991—2020年的101篇相关研究发现,一线教师是聋校语文教科书研究的主要实施者,研究内容主要关注教科书使用、开发和内容特点三个方面。我国聋校语文教科书的研究正从起步阶段迈向繁荣发展阶段,教科书的价值内容的课程社会学分析、新版教科书的使用、教科书资源体系的开发以及教科书的历史研究,可以作为今后的研究方向。  相似文献   

11.
This study investigates how four prospective teachers interpret and use textbooks while learning to teach mathematics during university coursework and practicum teaching. Results indicate that prospective teachers had varied approaches to using textbooks ranging from adherence, elaboration, and creation. Factors influencing how they engaged with texts include their practicum classroom setting, access to resources, and their understanding of mathematics. Preservice teachers' attempts to modify textbook lessons raised pedagogical, curricular, and mathematical questions for them that were not easily answered by reference to the textbooks or teacher's guides. Findings indicate that the practicum can, however, challenge preservice teachers to be creative and flexible users of curriculum materials.  相似文献   

12.
Abstract

Starting with a look back at most of our school days, this article considers the possible demise of the textbook as new technologies are introduced, but is by no means sure that this will come about. Certain conditions are needed if new technologies are to take their place alongside textbooks in the eyes of teachers.  相似文献   

13.
教师是实施教育的关键,对我国不同历史时期教师叙写变迁的研究,具有重要的理论和实践意义。以20世纪50年代至2013年期间,我国教师教育范畴不同阶段的代表性教育学教科书为中心,从教科书内容如何论说教师、叙写结构设计演变、教科书作业(练习内容)意义建构取向三个方面考察我国教师叙写变迁,发现教师叙写内容建构存在模式化和文本话语呈现教条化的特征,教师叙写的内容话语呈现和结构设计演变展示了从关注道德主体到职业主体的转型,教师叙写的意义建构折射出教师认同和自我了解有待于提升。未来如何改进我国教育学教科书的教师叙写,则是面临的重要新课题。  相似文献   

14.
我国中小学教材研究述评   总被引：4，自引：0，他引：4  
自从新一轮基础教育课程改革以来,我国学者采用文献法、内容分析法、文本对比法和问卷调查法等不同的研究方法,从宏观和微观两个层面对中小学教材进行了广泛的研究。宏观层面的研究主要包括教材的功能和地位、教材制度的建设、教材的结构、教材的评价等;微观层面的研究主要包括教材内容的社会学分析、教材插图的研究、教材话语呈现方式的研究、从文化角度对教材文本呈现的内容进行分析、中外教材的比较研究、新旧教材的比较研究、单一学科教材的比较研究等。从研究的视角、研究的内容和研究的方法上讲,我国中小学教材研究还有待进一步深入和完善。  相似文献   

15.
ABSTRACT

While textbooks serve as a primary source of content material and problem-solving practice for undergraduates in engineering, studies that investigate how engineering students prepare assignments based on textbook problems are limited. To examine how engineering students complete textbook-based assignments outside of class, this exploratory qualitative study retrospectively investigated the study behaviours of six undergraduates enrolled in a required, second-year undergraduate engineering course at a mid-size, public university in the western United States. Within the course, students solved textbook problems and electronically submitted problem answers for graded credit. Findings from in-depth, semi-structured interviews showed that students identified and used a variety of non-traditional and unsupported resources in personalised approaches to preparing assignments. Resource choice and use was affected by students’ preferences for timely support, convenience, and social connections. The online submission process seemed to influence students’ adoption of study behaviours and resources considered less effective for deep, conceptual learning.  相似文献   

16.
美国中小学中文教学的现状、问题及发展趋势   总被引：1，自引：0，他引：1  
近年来,美国社会对中文的重视逐渐加强,越来越多的中小学开设中文课程。本文从教学形式、教材使用、师资队伍、学生情况等方面,分析了美国中小学中文教学的现状。在此基础上指出存在的问题:缺乏优质的中文教材、缺少优秀的师资力量、学生流失情况严重。并展望美国中小学中文教学今后的发展趋势。  相似文献   

17.
This study analyses several Irish primary school science textbook sets to evaluate their potential to support Inquiry-based Science Education (IBSE). The study was prompted by the results of the National Council for Curriculum and Assessment (NCCA) 2008 survey of Irish primary science which indicated that a 72% of surveyed teachers are using science textbooks within their teaching. The reliance on deductive methodologies, such as the using textbooks, has been attributed to a lack of pedagogical content knowledge. As the Irish primary science curriculum was changed to be more experiential in 2003, it is unlikely that deductive teaching from textbooks aligns with the new aims and objectives of the curriculum. This research analyses three textbook groups through the lens of the 5E model of teaching, a well-known framework for teaching through inquiry. A four-layer framework was developed around the 5E model that would highlight the strengths and weaknesses of textbooks in supporting IBSE. The results indicate that the various textbooks contain different structures, pedagogies and content, which can potentially be used to support the development of IBSE schema however, professional development must be provided as to how best to integrate textbooks into practice.  相似文献   

18.
Abstract

This study combines a critical analysis of analogies found in eight chemistry textbooks used by Australian senior high school students with the views of the textbook authors about analogies in chemistry textbooks and teaching. Sixty‐two analogies were identified which described abstract chemical concepts such as atomic structure and collision theory. A range of styles, including pictorial analogies, were identified and the analogies were found to have variant amounts of analogical mapping and analogue explanation. Analogical limitations were rarely identified. Authors contended that they were cautious about including analogies in textbooks as analogies require a flexibility not available when they are set in print. It was argued that analogy was best applied as a strategy for teachers in response to them perceiving that students had misunderstood an original explanation.  相似文献   

19.
The contribution of the e‐textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e‐textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on how helpful an e‐textbook is for facilitating learning (i.e., E‐book Helpfulness), how well it promotes his/her involvement in learning (i.e., Student Involvement), and how much improvement it makes on learning outcome (i.e., Learning Outcome). Results indicate that e‐textbooks are perceived as enhancers of student learning experiences in two complementing routes: (1) E‐textbook Helpfulness enhances students’ learning outcomes directly and (2) Student Involvement plays an important mediating role between E‐textbook Helpfulness and Learning Outcome if students use e‐textbooks in class. These findings suggest that the successful adoption of e‐textbooks requires schools to provide necessary resources (e.g., computer labs) and instructors to actively engage students in using e‐textbooks.  相似文献   

20.
In the 1990s, amid the surging tides of reform in China, the editorial board of history in the People's Education Publishing House released a set of history textbooks for junior high school nine-year mandatory education (hereafter, the new textbook). This set of textbooks has now been in use for a few years. It has been evaluated positively by teachers, students, and experts, and has also been officially approved by the State Education Commission. Since the early 1950s, the People's Education Publishing House has compiled many sets of textbooks on various school subjects for our country's primary and secondary schools. We have gained a great deal of experience, but we have also learned quite a few lessons. The new textbook is a bold and creative innovation created on the basis of previous textbooks. As the chief editor of the new textbook, I want to talk about our experiments and explorations, hoping thereby to exchange views with our colleagues both at home and abroad.  相似文献   

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