数学教师学习使用“问题提出”教学法的个案研究——以“用字母表示稍复杂的数量关系”为例
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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.
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.
引文
[1]DARLING-HAMMOND L,WEI R C,ANDREE A,et al.Professional learning in the learning profession:a status report on teacher development in the United States and abroad.Executive summary[R].Washington,DC:National Staff Development Council,2009:4-17.
[2]YOON K S,DUNCAN T,LEE S W,et al.Reviewing the evidence on how teacher professional development affects student achievement(Issues and Answers Report REL 2007-No.033)[EB/OL].Washington,D.C.:U.S.Department of Education,Institute of Education Sciences,National Center for Education Evaluation and Regional Assistance Regional Educational Laboratory Southwest.Retrieved from http://ies.ed.gov/ncee/edlabs,2007.
[3]CAI J,CHEN T,LI X,et al.Exploring the impact of a problem-posing workshop on elementary school mathematics teachers’problem posing and lesson design[J/OL].International Journal of Educational Research,2019:1-12[2019-03-12].https://www.sciencedirect.com/science/article/pii/S0883035518315842.DOI:10.1016/j.ijer.2019.02.004.
[4]BORKO H.Professional development and teacher learning:mapping the terrain[J].Educational Researcher,2004,33(8):3-15.
[5]BORKO H,EISENHART M,BROWN C A,et al.Learning to teach hard mathematics:Do novice teachers and their instructors give up too easily?[J].Journal for Research in Mathematics Education,1992,23(3):194-222.
[6]EISENHART M,BORKO H,UNDERHILL R,et al.Conceptual knowledge falls through the cracks:Complexities of learning to teach mathematics for understanding[J].Journal for Research in Mathematics Education,1993,24(1):8-40.
[7]LORD S R,CASTELL S.Physical activity program for older persons:effect on balance,strength,neuromuscular control,and reaction time[J].Archives of Physical Medicine and Rehabilitation,1994,75(6):648-652.
[8]MAUGHAN S,TEEMAN D,WILSON R.What leads to positive change in teaching practice?[M]//NFER Research Programme:Developing the Education Workforce.Slough:NFER,2012:33-34.
[9]CAI J,DING M,WANG T.How do exemplary Chinese and U.S.mathematics teachers view instructional coherence?[J].Educational Studies in Mathematics,2014,85(2):265-280.
[10]CAI J,HWANG S.Learning to teach through mathematical problem posing:theoretical considerations,methodology,and directions for future research[J/OL].International Journal of Educational Research,2019:1-8[2019-01-01].https://www.sciencedirect.com/science/article/pii/S0883035518318093.DOI:10.1016/j.ijer.2019.01.001.
[11]CAI J,JIANG C.An analysis of problem-posing tasks in Chinese and U.S.elementary mathematics textbooks[J].International Journal of Science and Mathematics Education,2017,15(8):1 521-1 540.
[12]LIVINGSTON K.The complexity of learning and teaching:challenges for teacher education[J].European Journal of Teacher Education,2017,40(2):141-143.
[13]蔡金法,聂必凯,许世红.做探究型教师[M].北京:北京师范大学出版社,2015:6.
[14]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2012:8.
[15]胡典顺,蔡金法,聂必凯.数学问题提出与课程演变:两个版本小学数学教材的比较[J].课程·教材·教法,2015,35(7):75-79.
[16]于文华,蔡金法,刘美玲,等.美国小学数学教学中的问题提出及启示[J].数学教育学报,2018,27(5):61-65.
[2]YOON K S,DUNCAN T,LEE S W,et al.Reviewing the evidence on how teacher professional development affects student achievement(Issues and Answers Report REL 2007-No.033)[EB/OL].Washington,D.C.:U.S.Department of Education,Institute of Education Sciences,National Center for Education Evaluation and Regional Assistance Regional Educational Laboratory Southwest.Retrieved from http://ies.ed.gov/ncee/edlabs,2007.
[3]CAI J,CHEN T,LI X,et al.Exploring the impact of a problem-posing workshop on elementary school mathematics teachers’problem posing and lesson design[J/OL].International Journal of Educational Research,2019:1-12[2019-03-12].https://www.sciencedirect.com/science/article/pii/S0883035518315842.DOI:10.1016/j.ijer.2019.02.004.
[4]BORKO H.Professional development and teacher learning:mapping the terrain[J].Educational Researcher,2004,33(8):3-15.
[5]BORKO H,EISENHART M,BROWN C A,et al.Learning to teach hard mathematics:Do novice teachers and their instructors give up too easily?[J].Journal for Research in Mathematics Education,1992,23(3):194-222.
[6]EISENHART M,BORKO H,UNDERHILL R,et al.Conceptual knowledge falls through the cracks:Complexities of learning to teach mathematics for understanding[J].Journal for Research in Mathematics Education,1993,24(1):8-40.
[7]LORD S R,CASTELL S.Physical activity program for older persons:effect on balance,strength,neuromuscular control,and reaction time[J].Archives of Physical Medicine and Rehabilitation,1994,75(6):648-652.
[8]MAUGHAN S,TEEMAN D,WILSON R.What leads to positive change in teaching practice?[M]//NFER Research Programme:Developing the Education Workforce.Slough:NFER,2012:33-34.
[9]CAI J,DING M,WANG T.How do exemplary Chinese and U.S.mathematics teachers view instructional coherence?[J].Educational Studies in Mathematics,2014,85(2):265-280.
[10]CAI J,HWANG S.Learning to teach through mathematical problem posing:theoretical considerations,methodology,and directions for future research[J/OL].International Journal of Educational Research,2019:1-8[2019-01-01].https://www.sciencedirect.com/science/article/pii/S0883035518318093.DOI:10.1016/j.ijer.2019.01.001.
[11]CAI J,JIANG C.An analysis of problem-posing tasks in Chinese and U.S.elementary mathematics textbooks[J].International Journal of Science and Mathematics Education,2017,15(8):1 521-1 540.
[12]LIVINGSTON K.The complexity of learning and teaching:challenges for teacher education[J].European Journal of Teacher Education,2017,40(2):141-143.
[13]蔡金法,聂必凯,许世红.做探究型教师[M].北京:北京师范大学出版社,2015:6.
[14]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2012:8.
[15]胡典顺,蔡金法,聂必凯.数学问题提出与课程演变:两个版本小学数学教材的比较[J].课程·教材·教法,2015,35(7):75-79.
[16]于文华,蔡金法,刘美玲,等.美国小学数学教学中的问题提出及启示[J].数学教育学报,2018,27(5):61-65.