Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations
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建模问题和学生特定任务的享受、价值、兴趣和自我效能期望的教学方法
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Rudolf Messner
中科院分区：
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作者：
S. Schukajlow;D. Leiss;R. Pekrun;W. Blum;M. Müller;Rudolf Messner
本研究是disum项目的一部分，调查了来自中学（Realschule） 14个德语班的224名九年级学生对三种类型的数学问题（数学内部问题、文字问题和建模问题）的享受、兴趣、价值和自我效能期望。在以“毕达哥拉斯定理”和“线性函数”为主题的10节课教学单元前和后，对学生的享受、兴趣、价值和自我效能感进行了评估。本研究旨在回答以下研究问题：(1)学生的享受、价值、兴趣和自我效能期望是否因任务类型的不同而不同？(2)课堂教学中对建模问题的处理是否会影响这些变量？(3)不同的教学模式，包括以教师为中心的“指令性”教学和以学生为中心的“操作-策略性”教学，强调教师的小组合作和策略搭建，是否会产生不同的效果？结果表明，三种类型的任务在学生的享受、兴趣、价值和自我效能感上没有差异。然而，以建模问题为导向的教学对一些学生变量产生了积极影响，以学生为中心的教学方法产生了最有益的影响。
In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and “linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems, including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment, interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial effects.