Pre-service Teachers’ Levels of Reflectivity After Mathematical Modelling Activities with High School Students
Pre-service Teachers’ Levels of Reflectivity After Mathematical Modelling Activities with High School Students
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职前教师高中生数学建模活动后的反思水平
DOI：
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发表时间：
2017
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通讯作者：
R. Ferri
中科院分区：
文献类型：
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作者：
R. Ferri
最近，由于教师在教学实践后往往得不到同事或学生对其教学的反馈，因此一直在推动对教师进行培训，以增强他们的专业反思以提高能力。在卡塞尔大学的“建模日”研讨会上，对反思的关注得到了明确的推广。本章提出的探索性研究旨在调查职前教师在与高中生进行建模活动后的反思性水平。对12个书面反思的分析显示出不同程度的反射率，很少达到高水平。反射率水平新模型的发展是实证研究的进一步成果，它起源于哈顿和史密斯的模型。
Recently there has been a push to train teachers in how to enhance their professional reflection to increase competency, because they do not tend to receive feedback on their teaching from colleagues or students following their teaching practice. Within the seminar, “Modelling Days,” at Kassel University, the focus on reflection was promoted explicitly. The explorative study presented in this chapter had the goal to investigate pre-service teachers’ levels of reflectivity after modelling activities with high school students. The analysis of 12 written reflections showed different levels of reflectivity, with high levels rarely being reached. The development of a new model on levels of reflectivity, which originated from Hatton and Smith’s model, is a further result of the empirical study.