中文题名: | 初中数学合作学习中的教师支架研究 |
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保密级别: | 公开 |
论文语种: | chi |
学科代码: | 040102 |
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学生类型: | 博士 |
学位: | 教育学博士 |
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学位年度: | 2023 |
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研究方向: | 数学课堂教学;数学教师专业发展 |
第一导师姓名: | |
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提交日期: | 2023-06-05 |
答辩日期: | 2023-05-22 |
外文题名: | RESEARCH ON TEACHER SCAFFOLDING IN MATHEMATICS COOPERATIVE LEARNING IN MIDDLE SCHOOL |
中文关键词: | |
外文关键词: | Cooperative learning ; Mathematics teachers ; Teacher scaffolding ; Perception skills ; Teachers’ beliefs ; Eye-tracking |
中文摘要: |
在以核心素养为导向、推动教学方式转变的数学课程改革背景下,初中数学教师如何在课堂上发挥作用以促进学生合作学习是一个亟待解决的实践问题。教师支架作为一种着眼于学生最近发展区、适应学生实际需求的暂时性支持,是提升学生合作学习质量的关键因素。对学生学习情况的充分诊断是教师提供恰当支持的重要前提。然而,鲜有研究关注数学合作学习课堂上的教师支架及其认知过程。数学教师在学生合作学习过程中如何构建支架,其在构建支架时如何选择性注意教学信息,而这背后又反映出怎样的个人观念等问题,是数学课堂教学研究中深化合作学习方式、发展学生核心素养的重要关注点。 本研究采用以质性研究取向为主的个案研究方法,以四位具有一定合作学习经验的初中数学教师作为研究对象,结合眼动追踪技术、课堂录像以及访谈等研究工具,借鉴教师专业能力模型,旨在探索合作学习课堂上初中数学教师如何提供支架,以及数学教师的支架过程与其感知能力、教师信念之间的关系。 研究一针对合作学习课堂上的师生互动过程,对数学教师构建支架时的策略使用和控制程度进行微观分析,以了解数学教师的干预是否适应学生当前表现。研究发现:(1)四位初中数学教师主要实施诊断策略和支架策略,而在提供支架策略时,容易忽略对学生思维的理解而提供直接支持,且更加关注学生的认知活动,而非社会活动。(2)这些数学教师构建支架时,能够形成适应学生理解的支架式互动,而存在的非支架式互动主要表现为缺乏诊断和过度干预,新教师则容易支持不足。 研究二在了解数学教师支架过程的基础上,围绕诊断策略和支架策略,分析数学教师实施具体策略时的注视模式,以反映数学教师在特定教学情境中的感知能力。研究发现:(1)四位初中数学教师的支架过程与其感知能力密切相关。(2)在实施诊断策略或支架策略时,这些数学教师普遍倾向于观察学生桌面上的材料,其注视模式以“扫视材料”为主。相比之下,新教师处理课堂信息的速度更慢,且在构建社会型支架时,更加关注学生的面目表情。另外,使用相同类型任务的数学教师在干预学生活动时呈现出较为相似的注视模式分布。 研究三进一步关注数学教师开展合作学习的目标信念和角色信念,探索其在教师支架过程中发挥的作用,以深入挖掘教师行为背后的潜在原因。研究发现:(1)四位初中数学教师开展合作学习的目标信念涉及认知支持、情感发展和社交发展三个方面。以认知支持目标为主的数学教师在课堂上更加关注学生的学习材料和认知表现;重视情感发展的数学教师更加关心学生的面目表情,了解学生的合作状态和参与表现;而强调社交发展的数学教师能够为学生的合作活动提供更多支持。(2)这些数学教师的角色信念涉及直接指导和释放权力,其中直接指导包括传授者和控制者,释放权利包括观察者和促进者。他们普遍认可教师作为观察者和促进者的重要性,但克服传统教师角色仍然感到困难。且这些角色信念在教师支架过程中发挥着重要作用,呈现出6种不同的“角色-行为”关联样态,其分别存在于不同的互动模式中,即单向传递(控制者-管理型),非支架式互动(传授者-告知型)和支架式互动(观察者-倾听型、促进者-引导型、促进者-建议型、促进者-反馈型)。 以上研究发现对提升数学教师构建支架的专业能力、引导数学教师反思合作学习理念以及创建支持合作学习的外部环境等方面具有一定的启发意义。本研究的创新之处在于:(1)深入合作学习课堂场域,微观分析数学教师干预小组时的师生互动和教师支架过程;(2)关注数学教师在合作学习情境中的感知能力和合作学习信念,以增强对特定情境中数学教师认知过程的理解;(3)尝试将眼动追踪技术应用于真实数学课堂,以探索数学教师构建支架时的视觉注意,进一步推进了数学课堂教学实证研究。 |
外文摘要: |
In the context of mathematics curriculum reforms that emphasize cultivating students’ key competencies and the changes in teaching methods, how middle school mathematics teachers play a role in the classroom to promote students’ cooperative learning is an urgent practical problem. Teacher scaffolding, as a kind of temporary support provided within students’ zone of proximal development that adjusted to students’ actual needs, is a key factor in improving students’ cooperative learning quality. An adequate diagnosis of students’ learning is important for teachers to provide adapted support. However, the topic of teacher scaffolding and its cognitive processes in mathematics cooperative learning classrooms still remains unexplored. Questions such as how mathematics teachers’ scaffolding is performed during cooperative learning processes, how they selectively attend to teaching information while scaffolding, and what personal conceptions are reflected behind these performances, are important concerns in mathematics classroom teaching research to promote cooperative learning and develop students’ key competencies. This study mainly adopted the qualitative case study method, focusing on four middle school mathematics teachers who had some experience in cooperative learning, by applying eye-tracking technology, classroom video, and interviews. Based on the model of teachers’ professional competence, this study aims to explore how these teachers provide scaffolding during students’ cooperative learning, and the relation between the teachers’ scaffolding process and their perception skills, and beliefs. Study 1 investigated teacher-student interactions in cooperative learning classrooms by analyzing the teachers’ scaffolding processes, including the strategies used and the degree of control, in order to understand whether teachers’ interventions are adapted to students’ current performance. The findings are as follows: (1) The four middle school mathematics teachers primarily used diagnostic strategies and scaffolding strategies, with a tendency to provide direct support rather than focusing on students’ understanding. Moreover, the teachers paid more attention to students’ cognitive activities rather than social activities. (2) When constructing scaffolds, three interaction patterns were identified among these mathematics teachers, scaffolding interaction that adapts to students’ understanding, and non-scaffolding interaction with insufficient diagnosis or excessive intervention. The novice teacher relatively tended to provide insufficient support. Study 2 analyzed these mathematics teachers’ fixation patterns when applying diagnostic strategies and scaffolding strategies based on the results in Study 1, in order to reflect their perception skills in specific teaching situations. The findings are as follows: (1) The scaffolding processes of the four middle school mathematics teachers were closely related to their perception skills, (2) When implementing diagnostic strategies or scaffolding strategies, the mathematics teachers tended to observe the materials on students’ desks with the scan pattern. Interestingly, the novice teacher processed classroom information more slowly and was more attentive to students’ facial expressions when scaffolding students’ social activities. In addition, the mathematics teachers using the same type of task showed a similar distribution of fixation patterns when they intervened in students’ activities. Study 3 further explored the role of mathematics teachers’ beliefs in conducting cooperative learning, including beliefs about the goals for cooperative learning and beliefs about teachers’ roles during cooperative learning, to explain the underlying reasons behind teachers’ behaviors. The findings are as follows: (1) The beliefs about the goals of four middle school mathematics teachers were distinguished into three categories: cognitive support, affective development, and social development. The mathematics teachers who focused more on the goal of cognitive support paid more attention to students’ learning materials and cognitive performance. The mathematics teachers who valued students’ affective development were more concerned with students’ facial expressions and examined students’ cooperative process and participation. The mathematics teachers who emphasized students’ social development provided relatively more support for students’ cooperative activities. (2) The beliefs about teachers’ roles of these teachers were distinguished into two categories: direct supervision, which included transmitter and controller; and delegate authority, which included observer and facilitator. These four teachers generally accepted the importance of teachers as observers and facilitators, but they found it difficult to change some traditional roles. Furthermore, teachers’ beliefs about their roles played an important part in teachers’ scaffolding processes. Six “role–behavior” relation patterns were found among these mathematics teachers, which exist in different interaction patterns, namely, one-way communication (controller–manage task progress), non-scaffolding interaction (transmitter–impart knowledge), scaffolding interaction (observer–listen to students, facilitator–guide students’ direction, facilitator–provide content suggestions, and facilitator–provide positive feedback). The above results may inspire mathematics teachers to improve their professional competence in scaffolding and reflect on their conceptions of cooperative learning, also suggest creating a supportive environment for conducting cooperative learning. The innovations of this study are (1) An in-depth analysis of teacher-student interactions and mathematics teachers’ scaffolding processes in cooperative learning classrooms; (2) Attention to mathematics teachers’ perception skills and the beliefs about cooperative learning to promote the understanding of mathematics teachers’ cognitive processes in cooperative learning contexts; (3) Attempting to apply eye-tracking technology to explore mathematics teachers’ visual attention when providing scaffolding in authentic classrooms, further advancing the empirical research on mathematics classroom teaching. |
参考文献总数: | 221 |
馆藏地: | 图书馆学位论文阅览区(主馆南区三层BC区) |
馆藏号: | 博040102/23012 |
开放日期: | 2024-06-05 |