Improving Teaching Does Improve Teachers
Improving Teaching Does Improve Teachers
复制标题
改善教学确实改善教师
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Jillian R. Roth
中科院分区：
文献类型：
--
作者：
C. Lewis;Rebecca Perry;S. Friedkin;Jillian R. Roth
作者从三个方面评论了莫里斯和希伯特的文章。首先，他们增加了关于为什么改进工作往往集中在教师而不是教学的想法。其次，他们提供了来自美国课程研究的证据，证明注重教学可以提高学生的学习和教师的学习。最后，他们认为希伯特和莫里斯提倡的教学产品和共同评估是不够的，他们需要以实践为基础的合作学习，在这种学习中，教师建立共享的知识和承诺，以努力改进。他们的研究表明，课程研究侧重于教学，但也改善了教师，增加了支持教学改进的数学知识和信念，也改善了学生的学习。
The authors comment on the article by Morris and Hiebert in three ways. First, they add thoughts about why improvement efforts often focus on teachers, rather than teaching. Second, they offer evidence from U.S. lesson study research that focus on teaching can improve both students’ learning and teachers’ learning. Finally, they suggest that the instructional products and common assessments advocated by Hiebert and Morris are not sufficient, and that they need to be accompanied by practice-based, collegial learning in which teachers build shared knowledge and commitments for the hard work of improvement. Their research indicates that lesson study focuses on teaching, but improves teachers as well, increasing mathematical knowledge and beliefs that support instructional improvement, as well as improving student learning.