A story of reform: Math, Science, Technology Investigations (MSI) in Room 34 at Bay Street Community School
A story of reform: Math, Science, Technology Investigations (MSI) in Room 34 at Bay Street Community School
复制标题
改革故事：湾街社区学校 34 室的数学、科学、技术调查 (MSI)
DOI：
10.1080/0022027032000167000a
复制
发表时间：
2004
影响因子：
2.1
通讯作者：
V. Ross
中科院分区：
文献类型：
--
作者：
V. Ross
本文探讨了一所学校实施的名为“数学-科学调查”的本地课程改革。在一个层面上，它从一位课堂教师和她的三、四年级学生的角度讲述了一场改革。在另一个层面上，它重建了他们的经验，以探索从这种情况发展而来的对一般变化过程的理解：关系在改革过程中发挥的关键作用；承认时间作为变化的组成部分的价值；以及在考虑成长时对个人经验连续性的必要尊重。在另一个层面上，它考虑了一个故事，如《数学-科学调查》，如何表现出隐喻的特征。
This paper explores one school's implementation of a locally developed curriculum reform known as ‘Math‐Science Investigations’. At one level, it offers an account of a reform told from the perspective of a classroom teacher and her 3rd‐ and 4th‐graders. At another level, it reconstructs their experience to explore the understandings of the general process of change developed from this situation: the critical role relationship plays in the process of reform; the recognition of the value of time as a component in change; and the necessary respect for continuity of experience of individuals in considering growth. At yet another level, it considers ways in which a story, such as ‘Math‐Science Investigations’, exhibits characteristics of metaphor.