Students learn more when their teacher has learned to gesture effectively
Students learn more when their teacher has learned to gesture effectively
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DOI：
10.1075/gest.13.2.05ali
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发表时间：
2013-01-01
期刊：
影响因子：
1
通讯作者：
Knuth, Eric J.
中科院分区：
文献类型：
--
作者：
Alibali, Martha W.;Young, Andrew G.;Knuth, Eric J.
教师的手势是教学交流中不可或缺的一部分。在这项研究中，我们为老师提供了关于如何在数学教学中使用手势连接思想的教程，并要求老师在本教程之前和之后教授有关斜率和截距的示例课程。针对教程，教师通过增加多模式（即使用语音和手势）表达链接想法的频率，以及增加使用同时手势来链接想法的频率，增强了他对想法之间链接的沟通。然后，我们向 42 名七年级学生展示了老师在教程之前提供的一节课（基准课）和教程后提供的一节课（增强手势课）的视频，并评估了他们的学习情况。接受增强手势课程的学生比接受基线课程的学生对 y 轴截距的了解更多。因此，当老师学会有效地做手势时，学生会学到更多。
Teachers' gestures are an integral part of their instructional communication. In this study, we provided a teacher with a tutorial about ways to use gesture in connecting ideas in mathematics instruction, and we asked the teacher to teach sample lessons about slope and intercept before and after this tutorial. In response to the tutorial, the teacher enhanced his communication about links between ideas by increasing the frequency with which he expressed linked ideas multi-modally (i.e., using both speech and gesture), and by increasing the frequency with which he used simultaneous gestures to linked ideas. We then presented videos of a lesson the teacher provided before the tutorial (the baseline lesson) and one he provided after the tutorial (the enhanced-gesture lesson) to 42 seventh-grade students and assessed their learning. Students who received the enhanced-gesture lesson displayed greater learning about y-intercept than did students who received the baseline lesson. Thus, students learned more when their teacher had learned to gesture effectively.