Using peer and self-assessment to develop modelling skills with students aged 11 to 16: A socio-constructive view
Using peer and self-assessment to develop modelling skills with students aged 11 to 16: A socio-constructive view
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利用同伴和自我评估来培养 11 至 16 岁学生的建模技能：社会建设性观点
DOI：
10.1007/bf01273381
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发表时间：
1994
影响因子：
3.2
通讯作者：
Sonia Jones
中科院分区：
文献类型：
--
作者：
H. Tanner;Sonia Jones
八所威尔士中学参加了一个行动研究项目，该项目制定了教学和评估实际建模情况中涉及的数学思维技能的方法。成功建模所需的元认知和战略技能的发展进行了讨论，从社会建构主义的角度来看，作为一个过程的文化适应以及认知建设。学习建模涉及社会化到更广泛的数学文化的共识现实，教师通过合法化语言表达的主观性在产生这种共识中发挥着关键作用。评估是这一进程的一个组成部分。参与同行和自我评估被发现涉及学生在一个递归的，自我参考的学习过程中，支持明确的发展元认知技能。
Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constructivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.