Kikan-Shido:Between Desks Instruction
Kikan-Shido:Between Desks Instruction
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Kikan-Shido：办公桌之间的说明
DOI：
10.1163/9789087901639_005
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发表时间：
2006
影响因子：
3.9
通讯作者：
D. Clarke
中科院分区：
文献类型：
--
作者：
Catherine O’Keefe;Lihua Xu;D. Clarke
通过对10节课的课堂实践进行研究，学习者视角研究提供了教师和学习者参与课堂实践的可能参与形式的共同构建的数据。利用课后视频模拟访谈，可以更深入地了解参与者的意图、行动和解释。本文首先假设存在的共同建设的整个类模式的参与，然后文件这样的参与模式：Kikan-Shido（课桌之间的指令），无论是制定和它被认为是由课堂参与者。在这种情况下，记录的参与模式也与一个可识别的课程事件有关：在许多国家的数学课堂中重复出现一种形式，但在这些课堂中发挥着各种不同的功能。本文详细介绍了澳大利亚三个国家的数学课堂中使用Kikan-Shido的情况，并与中国、日本和美国的数学课堂进行了比较。在每一种情况下，课程事件，Kikan-Shido，可以确定为一个当地制定的参与模式，教师和学生订阅，教师和学生有机构利用和塑造。虽然Kikan-Shido的形式具有普遍性，但它在每个教室中的功能为这些教室实践的信息比较提供了基础。课堂教学实践的国际比较课堂教学实践是一个国家教育制度的政策得以实施的最明显的制度化手段。鉴于此，课堂似乎是一个明智的地方，寻找解释和差异和相似性的国际比较研究中确定的课程，教学实践和学生成绩（见克拉克，2003年a）的后果。在课堂实践的具体焦点，国际比较研究的中心问题转化为：课堂实践是否有国家特定的特点？如果我们的目的是为这些做法提供信息，那么如何在国际上对课堂做法进行最佳比较？
By examining classroom practice over sequences of ten lessons, the Learner’s Perspective Study provides data on the teacher’s and learners’ participation in the co-construction of the possible forms of participation through which classroom practice is constituted. The use of post-lesson video-stimulated interviews offers additional insight into participants’ intentions, actions and interpretations. This paper first postulates the existence of co-constructed whole class patterns of participation and then documents one such pattern of participation: Kikan-Shido (between desks instruction), both as it is enacted and as it is perceived by the classroom participants. In this case, the documented pattern of participation is also associated with a recognizable Lesson Event: Having a form that recurs in the mathematics classrooms of many countries, but serving a variety of different functions across those classrooms. This paper details the use of Kikan-Shido in three Australian classrooms, and makes comparison with its occurrence in mathematics classrooms in China, Japan and the USA. In each case, the lesson event, Kikan-Shido, can be identified with a locallyenacted pattern of participation to which teacher and students subscribe and which teacher and student have agency to exploit and to shape. While the form of Kikan-Shido has universal features, its function in each classroom provides the basis for an informative comparison of those classrooms practices. INTERNATIONAL COMPARISONS OF CLASSROOM PRACTICE The practices of classrooms are the most evident institutionalized means by which the policies of a nation’s educational system are put into effect. Given this, the classroom seems a sensible place to look for explanations and consequences of the differences and similarities identified in international comparative studies of curriculum, teaching practice, and student achievement (see Clarke, 2003a). Within the specific focus of classroom practice, the central problem of international comparative research translates into: Are there nationally-specific characteristics of classroom practice? How best might the practices of classrooms be compared internationally if our purpose is to inform those practices?