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中美高质量数学课堂教师提问的比较研究

【作者】 车思杨

【导师】 曹一鸣;

【作者基本信息】 北京师范大学, 学科教学, 2015, 硕士

【摘要】 伴随着中国数学教育逐渐吸引起世界的眼光,国际间的比较研究已经成为趋势。本文旨在研究西方教育最有代表意义的美国在数学课堂上与中国有哪些相同点和不同点,从其中的一个点——教师提问出发,研究中美两国高质量数学课堂中教师提问的异同。在MIST和MIST China两个课堂录像库中分别依据两个国家高质量课堂的标准各筛选出了5节高质量课堂,利用依据中国数学课堂实际情况而略加修改后的IRF模型,通过Nvivo软件对教师提问进行编码,发现:1.基本每节课都会出现的提问类型有教师自行补充、核实、澄清题目、确认、提示、要求解释、要求学生阐述论证、重复答案、问结果、问策略过程方法,其中编码所在的问题串持续时间最长、编码点个数最多的是问结果和重复答案。2.复习、信息提取与让学生举例这三项虽然在时间轴上占得时间很长,但实际编码的参考点却很少,也就是说并不是一个具体明确的问题时往往需要更多的时间。3.两国课堂教师提问所占时间与实际参考点差异最悬殊的是复习和学生提问。4.中国数学教师在课堂提问上花在复习这一类上的时间与美国教师相比更长。5.美国学生的课堂提问明显多于中国学生。6.中美两国教师发问主要策略是问结果、核实与要求解释,追问主要策略是重复学生答案、提示、教师自行补充与确认。7.核实、信息提取和重复答案这三组的中美对比数据,覆盖的百分比是美国多,而编码的点数却都是中国多,也就是说这三种提问策略所在的问题串持续的时间中国的更短。8.中美教师发问与追问比例近似,均为追问略多于发问。9.虽然编码点的个数总和差异不大,但美国教师花在课堂提问对话的整体时间要比中国平均多出三分之一。

【Abstract】 With China mathematics education gradually attracted the eyes of the world, internationalcomparative study has become a trend. This research aims to find out the similarities anddifferences between the most significant representatives Western education country, America,and China in Middle school mathematics classroom. The topic is,A comparison study ofmathematics teachers’ high quality class question between China and America. Whatsimilarities and differences do China and America mathematics teachers have when askingquestions? This study choosing5high quality classes from both MIST and MIST China videolibrary, using two national high quality teaching standards and then using Nvivo to codingthem by IRF, which is little changed according to the real classroom in this study. Foundingthat:1.Some of the codes appeared almost every class: supplement, checking, clarification,seeking confirmation, cueing, explanation, elaboration or justification, repeat, product orresult, strategy or procedure. The most common code is product or result and repeat.2.review,information, example take part of the longest time among all the codes, but few codingreference point. That is, when asking not specific problems, it often need more time.3. Thebiggest gap both for time and the actual reference point is review and students questions.4.China mathematics teachers spend more time on review than American.5. America studentswere significantly asking more questions than Chinese students.6.For China and America, thecommon initiation question is product/result, understanding checking and explanation. Thecommon follow-up question is repeat, cueing, supplement and seeking confirmation.7.Forcheck, information and repeat, America has more percentage of coverage, but Chinese hasmore code points. That is to say, these three types of questioning strategies last longer time inAmerican class.8.The proportion of initiation question and follow-up question between Chinaand America are almost the same. The follow-up question is a little bit more that the initiation question.9. The different of code points number is not big, but America teachers in averagespend1/3more time in the whole teacher-students dialogue than China.

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  • 【网络出版投稿人】 北京师范大学
  • 【分类号】G633.6
  • 【下载频次】1178
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