Using a tutoring scenario to assess the spontaneous use of knowledge for teaching.
Using a tutoring scenario to assess the spontaneous use of knowledge for teaching.
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使用辅导场景来评估教学知识的自发运用。
DOI：
10.1080/02607476.2018.1450821
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发表时间：
2018
影响因子：
4
通讯作者：
Y.
中科院分区：
文献类型：
--
作者：
Fukaya;T. & Uesaka;Y.
本研究采用辅导情境，从评估、解释、理解检查和策略指导四个方面考察了教师在教学中自发使用知识的情况。目的是：（1）调查实习教师能否自发地运用足够的知识进行教学;及（2）比较实习教师在数学教育课程与其他教育课程中的反应，以探讨学科水平对自发地运用知识进行教学的影响。在两项研究中，参与者描述了他们将如何应对一个假设的教学情况，其中一个年轻的学生错误地解决了分数问题。在他们的描述中，近一半的参与者没有提到有效的评估或解释技巧;绝大多数人没有提到检查学生的理解力或提供学习策略的指导。在数学教育专业和非数学教育专业的被试之间没有发现差异。这项研究从一个新的角度揭示了实习教师的弱点：在使用知识进行教学时缺乏自发性，即使在参加数学教育课程的学生中也可以看到这一点。
This research used a tutoring scenario to examine the spontaneous use of knowledge for teaching, which was measured from four perspectives: assessment, explanation, comprehension checking, and strategy instruction. The objective was: (1) to investigate whether student teachers could spontaneously utilise adequate knowledge for teaching, and (2) to compare the responses described by student teachers in a mathematical educational course to those in other educational courses to examine the influence of subject proficiency on the spontaneous use of knowledge for teaching. In two studies, participants described how they would respond to a hypothetical teaching situation in which a young pupil incorrectly solved a fraction problem. In their descriptions, nearly half of the participants failed to mention effective assessment or explanation techniques; a large majority did not mention checking pupil comprehension or providing instruction on learning strategies. No differences were found between participants who majored in mathematical education and those who did not. The study revealed the weaknesses of student teachers from a new perspective: a lack of spontaneity in using knowledge for teaching, which was seen even in students enrolled in a mathematical education course.