Different ways to implement innovative teaching approaches at scale
Different ways to implement innovative teaching approaches at scale
复制标题
大规模实施创新教学方法的不同方式
DOI：
10.1007/s10649-019-09920-8
复制
发表时间：
2019
影响因子：
3.2
通讯作者：
D. Potari
中科院分区：
文献类型：
--
作者：
Katja Maass;P. Cobb;K. Krainer;D. Potari
研究和经验表明，数学教育研究者倡导的创新教学方法与许多国家教师的日常实践有很大不同（Van den Akker, Gravemeijer, McKeeney, & nievenen, 2006; Boaler, 2008; Burkhardt & Schoenfeld, 2003; Krainer, 2011; Burkhardt, 2018; Cobb & Jackson, 2015）。正如Boaler（2008）所说：“在世界上许多国家，数学教育研究和数学课堂实践之间存在着难以捉摸和持久的鸿沟。”（第91页）这显然意味着，如果要弥合这一鸿沟，就必须对有效实施教学方法进行研究。这些关于扩大规模的调查应该范围广泛，不仅要关注教师和研究人员的实践，还要关注其他重要利益相关者的实践，包括学校校长、教师教育者、教育管理者和政策制定者。此外，由于各区域和国家内部和国家之间的教学环境差异很大，因此了解如何在保留其基本核心原则的同时使创新教学方法适应当地的实施条件将非常重要。在下面的段落中，我们首先澄清我们对创新概念的理解。通过阅读Fullan（2001,2006）的分析和我们自己的工作，我们得出了一种既乐观又谨慎的观点，即支持教师大规模发展创新教学方法所固有的挑战。创新教学方法通常是在新课程、教师教育和专业发展计划的背景下引入的，或者是两者的结合。然而，必须强调的是，创新本身并不好——并非所有的教学创新都是改进。首先，为了区分教学中的变化和改进，它是https://doi.org/10.1007/s10649-019-09920-8
Research and experience reveal that innovative teaching approaches promoted by mathematics education researchers differ significantly from the day-to-day practices of teachers in many countries (Van den Akker, Gravemeijer, McKeeney, & Nieveen, 2006; Boaler, 2008; Burkhardt & Schoenfeld, 2003; Krainer, 2011; Burkhardt, 2018; Cobb & Jackson, 2015). As Boaler (2008) puts it: “An elusive and persistent gulf exists between research in mathematics education and the practices of mathematics classrooms, in many countries in the world.” (p. 91) This clearly implies that research on implementing teaching approaches effectively is essential if this gulf is to be bridged. These investigations of scaling up should be broad in scope and attend not only to the practices of teachers and researchers, but also to the practices of other important stakeholders including school principals, teacher educators, educational administrators, and policymakers. Furthermore, because teaching contexts differ significantly both within and between regions and countries, it will be important to understand how innovative teaching approaches can be adapted to the local conditions of implementation while preserving their underlying core principles. In the following paragraphs, we first clarify our understanding of the notion of innovation. Our reading of Fullan’s (2001, 2006) analyses and our own work lead us to a view that is both optimistic and cautious about addressing the challenges inherent in supporting teachers’ development of innovative teaching approaches on a large scale. Innovative teaching approaches are usually introduced in the context of a new curriculum, a teacher education and professional development program, or a combination of the two. However, it is important to stress that innovation is not good for its own sake—not all teaching innovations are improvements. First, in order to distinguish between changes and improvements in teaching, it is https://doi.org/10.1007/s10649-019-09920-8