Building and Structuring Knowledge That Could Actually Improve Instructional Practice
Building and Structuring Knowledge That Could Actually Improve Instructional Practice
复制标题
构建和构建能够真正改善教学实践的知识
DOI：
10.5951/jresematheduc.49.3.0238
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发表时间：
2018
影响因子：
2.8
通讯作者：
J. Hiebert
中科院分区：
文献类型：
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作者：
Jinfa Cai;Anne K. Morris;Charles Hohensee;Stephen Hwang;Victoria Robison;J. Hiebert
在我们三月份的社论中（Cai et al., 2018），我们考虑了教师和研究人员工作中的孤立问题。特别是，我们提出了利用新兴技术资源的方法，例如与教学活动相关并按学习目标索引的学生数据的在线档案，以生成专业知识库（Cai et al., 2017b, 2018）。该提案将重塑我们对数据的性质和收集的概念，以便教师、研究人员和教师与研究人员的伙伴关系可以从通常孤立的群体积累的学习中受益。尽管我们在之前的社论中讨论了此类系统的一般参数，但在这篇社论中，我们提出了一种将学习积累到专业知识库中的潜在机制，这种机制涉及多个教师-研究人员伙伴关系之间的协作。为了说明我们的想法，我们再次回到我们之前的社论中提到的四年级教师 Lovemath 先生和数学教育研究员 Research 女士之间的合作（Cai et al., 2017a, 2017b）。
In our March editorial (Cai et al., 2018), we considered the problem of isolation in the work of teachers and researchers. In particular, we proposed ways to take advantage of emerging technological resources, such as online archives of student data linked to instructional activities and indexed by learning goals, to produce a professional knowledge base (Cai et al., 2017b, 2018). This proposal would refashion our conceptions of the nature and collection of data so that teachers, researchers, and teacher–researcher partnerships could benefit from the accumulated learning of ordinarily isolated groups. Although we have discussed the general parameters for such a system in previous editorials, in this editorial, we present a potential mechanism for accumulating learning into a professional knowledge base, a mechanism that involves collaboration between multiple teacher–researcher partnerships. To illustrate our ideas, we return once again to the collaboration between fourth-grade teacher Mr. Lovemath and mathematics education researcher Ms. Research, who are mentioned in our previous editorials (Cai et al., 2017a, 2017b).