Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?
Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?
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教师在翻转数学课堂上制作的视频：数字课程材料还是课程演示？
DOI：
10.1007/s11858-017-0872-6
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Salih Birisci
中科院分区：
文献类型：
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作者：
Zandra de Araujo;S. Otten;Salih Birisci
数字资源的兴起对数学课程产生了深远的影响，同时也有越来越多的教师改变了他们的教学方法，也就是说，分配教学视频或多媒体给学生看，作为家庭作业，并在课堂上完成问题或练习集，而不是相反。这些变化不仅需要更好地理解这些视频的功能和学习启示，而且需要更好地理解教学视频完全取代教科书的现象。本文以一个已制定的数学课程框架为基础，对一位数学教师进行了研究，她实施了翻转教学，并创建了自己的教学视频和多媒体资源来替代印刷教科书。我们研究了教师的印刷教科书和她在翻转数学教室中使用的数字课程材料之间的关系。我们还探讨了她在创建数字课程材料中的作用，以及这些材料在课堂上使用的方式。本案例揭示了新教材设计与传统教材的相似之处，也说明了教师在设计和实施数字课程教材时的同步工作。讨论了将视频作为课程材料而不仅仅是教学表示的广泛问题。
The rise of digital resources has had profound effects on mathematics curricula and there has been a concurrent increase in teachers flipping their instruction—that is, assigning instructional videos or multimedia for students to watch as homework and completing problem or exercise sets in class rather than vice versa. These changes have created a need to better understand not only the features and learning affordances of these videos but also the phenomena of instructional videos taking the place of textbooks altogether. Drawing on an enacted mathematics curriculum framework, this article reports on a study of a mathematics teacher who implemented flipped instruction and created her own instructional videos and multimedia resources as replacements of printed textbooks. We examined the relationship between the teacher’s printed textbook and the digital curriculum materials she used with her flipped mathematics classroom. We also explored her role in creating the digital curriculum materials and the ways in which those materials were used in-class. The case reveals similarities between the new material design and conventional textbooks and it also illustrates the teacher’s simultaneous work designing and enacting digital curriculum materials. The broad issue of considering videos as curriculum materials rather than only as instructional representations is discussed.