The study of students' discussion process in a teacher-developed problem-solving learning design: Transcript-based lesson analysis of a social studies lesson
The study of students' discussion process in a teacher-developed problem-solving learning design: Transcript-based lesson analysis of a social studies lesson
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教师开发的问题解决学习设计中学生讨论过程的研究：社会研究课程基于成绩单的课程分析
DOI：
10.1108/ijlls-05-2022-0072
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发表时间：
2022
影响因子：
1.3
通讯作者：
Nozaki Shiho
中科院分区：
文献类型：
--
作者：
Mohammad Reza Sarkar Arani;Yimin Gao;Linfeng Wang;Yoshiaki Shibata;Yanling Lin;Hiroyuki Kuno & Toshiya Chichibu;埜嵜 志保;Nozaki Shiho
目的本研究旨在阐明教师自主开发的问题解决课堂中学生讨论的过程。设计/方法/途径本研究采用定量与定性相结合的方法，对以成绩单为基础的课程分析（TBLA）进行研究。研究数据来自于初中三年级的一节社会课，在这节课上进行了全班讨论。以累积相对频率图的形式表示关键词在话语中出现的频率，并以此为基础绘制学生讨论过程图，证实了关键词在课堂过程中的频繁出现、消失和传递。对课堂记录的解读显示，学生们认真倾听他人的话语，分享重要的关键词，并批判性地审视观点。教师帮助他们确定他们的兴趣之间的联系。学生的互动和教师的干预促进了一体化的课程设计的教学和learnality.Originality/valueThis研究证实，学生的合作和批判性学习发生在一个教训，由教师开发的实践课程的基础上。本研究的结果显示，以话语中的词汇为中心的课程研究，可以提供课程评价的线索，并能揭示教师的专业发展。
PurposeThis study aims to clarify the process of students' discussion in a problem-solving lesson developed autonomously by a teacher. It is expected to contribute to the accumulating and theorizing of teachers' professional development in school-based curriculum studies.Design/methodology/approachA transcript-based lesson analysis (TBLA) was conducted using quantitative and qualitative methods. The data were from a third-year junior high school social studies lesson in which whole-class discussions took place. The frequency of the appearance of keywords in the utterances was represented in the form of cumulative relative frequency graphs, and a diagram of the students' discussion process was drawn based on them.FindingsThe diagram confirmed the frequent occurrence, disappearance and transmission of keywords in the process of the lesson. The interpretation of the lesson transcript revealed that the students listened carefully to others' utterances, shared important keywords and examined the ideas critically. They were supported in identifying the connections between their interests by the teacher. The students' interactions and teacher's interventions were facilitated by the integrated curriculum design of teaching and learning.Originality/valueThis study verifies that students' collaborative and critical learning takes place in a lesson developed by a teacher based on the practiced curriculum. The findings of this study suggest that lesson study (LS) focusing on the words in utterances provide clues for evaluating the practiced curriculum and reveal the teacher's professional development.