Dialectical constraints to the discursive practices of a high school physics community
Dialectical constraints to the discursive practices of a high school physics community
复制标题
高中物理界话语实践的辩证约束
DOI：
10.1002/(sici)1098-2736(199705)34:5
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发表时间：
1997
影响因子：
4.6
通讯作者：
David Anderson
中科院分区：
文献类型：
--
作者：
K. Tobin;C. Mcrobbie;David Anderson
该研究调查了物理课堂上的话语练习是如何受到与教学和学习所处的更大背景相关的社会力量的约束的。老师从建构主义的角度理解教与学，认为学生在课堂上应该有更多的自主权，并组织活动让学生积极参与到学习过程中。然而，尽管他努力以一种与建构主义相一致的方式制定课程，但重点仍然放在学习使用公式进行计算和记忆事实等目标上。除了建构主义，与时间稀缺、内容覆盖是主要关注点以及学生需要为考试做好准备有关的信念集塑造了制定的课程。课堂社区的一个特点是科学的声音和常识的声音之间的相对不平衡。即使老师关心的是学生理解物理，也提供了学生接受科学主张的可行性的例子，尽管与他们的常识观念相矛盾。©1997 John Wiley & Sons, Inc中国科学与教育学报（英文版），1997。
The study investigates how the discursive practices in a physics class were constrained by social forces associated with the larger context in which teaching and learning were situated. The teacher understood teacing and learning in terms of constructivism, believed that students should have more autonomy in the classroom, and structured activities to involve students actively in the learning process. However, despite his efforts to enact the curriculum in a manner that was consistent with constructivism, the emphasis still was on goals such as learning to use formulas to perform calculations and memorizing facts. In addition to constructivism, belief sets that shaped the enacted curriculum related to time being scarce, content coverage being a primary concern, and students needing to be prepared for examinations. A characteristic of the classroom community was a relative imbalance between the voices of science and common sense. Even though the teacher was concerned with students making sense of physics, examples are provided of students accepting the viability of scientific claims despite contradictions with their common sense notions. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 491–507, 1997.