国际视野下初中数学教学的实践特征和启示——基于TALIS录像研究数据分析  

The Practical Features and Implications of Junior High School’s Math Instruction under the International View——Based on the Data Analysis of TALIS Video Study

作　　者：陈伦菊 盛群力[1] CHEN Lunju;SHENG Qunli(College of Education,Zhejiang University,Hangzhou,Zhejiang,China 311300)

机构地区：[1]浙江大学教育学院,浙江杭州311300

出　　处：《数字教育》2022年第1期85-92,共8页Digital Education

基　　金：国家自然科学基金项目“基于智能教学系统的精准教学模式与发生机制研究”(61977057)。

摘　　要：基于TALIS录像研究的数据,以教学维度为切入点分析表明,国际视野下中国(上海)初中数学的教学实践特征是:总体教学质量良好,但内容学习深度和认知投入不高;教师比较善于提问和阐释,提问基本以教师为中心;在内容学习过程中,教师讲课清晰,师生力图找规律,但很少在概念间建立联系,表征形式相对单一;学生理解程序性知识原理的机会不多,认知挑战度比较低;教师反馈比较频繁,信息比较简洁。基于上述的研究发现表明,初中数学课堂教学在核心素养落地,致力于理解概念、应用规则、掌握原理与选择策略等方面还大有改进空间,可以从提问、反馈、表征方式和深层学习的角度为提高教学质量提出相应的对策建议。Based on TALIS video study,this paper analyzes and characterizes the mathematical instructional practices in junior high schools of Shanghai in terms of four components.The results show that the overall quality of instruction in Shanghai is good,but the quality of subject matter and the depth of cognitive engagement are not satisfactory.It is found that questioning was frequent but teacher-directed.Secondly,in the process of learning,students were elicited to look for patterns and had some opportunities to make at least one loose connections between different aspects of mathematics.In addition,students had few opportunities to understand the principles of procedural knowledge and occasionally engaged in cognitively demanding materials.Lastly,teacher provided frequent feedback but in limited way.Based on the above research findings,there is still a lot of room for improvement in the core literacy of junior middle school mathematics classroom instruction,as well as the commitment to understanding concepts,applying rules,mastering principles and selecting strategies.Corresponding suggestions can be put forward to improve the instruction quality from the perspective of questioning,feedback,representation and deep learning.

关 键 词：TALIS 数学教学 教学维度 认知投入 提问 反馈 

分 类 号：G434[文化科学—教育学]