Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic
Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic
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二年级算术教学任务、课堂话语与学生学习
DOI：
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发表时间：
1993
期刊：
影响因子：
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通讯作者：
D. Wearne
中科院分区：
文献类型：
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作者：
J. Hiebert;D. Wearne
为探讨数学教与学之间的关系，我们对某学校6个二年级教室进行了为期12周的数位值和数位加减法教学。两个教室采用了一种替代传统教科书的方法。另一种方法强调构建位值和计算策略之间的关系，而不是实践规定的程序。学生们在学年的开始和结束时进行了位值理解、常规计算和新计算的评估。与那些接受传统教育的同龄人相比，在另类教室里学习的学生遇到的问题更少，每个问题花的时间更多，他们被问到更多要求他们描述和解释另类策略的问题，用更长的回答说得更多，在大多数类型的项目上表现出更高的水平，或者到年底时收获更多。结果表明，教与学的关系是教学环境的函数；与传统课堂相比，另类课堂中出现了不同的关系。
To investigate relationships between teaching and learning mathematics, the six second-grade classrooms in one school were observed regularly during the 12 weeks of instruction on place value and multidigit addition and subtraction. Two classrooms implemented an alternative to the more conventional textbook approach. The alternative approach emphasized constructing relationships between place value and computation strategies rather than practicing prescribed procedures. Students were assessed at the beginning and the end of the year on place value understanding, routine computation, and novel computation. Students in the alternative classrooms, compared with their more traditionally taught peers, received fewer problems and spent more time with each problem, were asked more questions requesting them to describe and explain alternative strategies, talked more using longer responses, and showed higher levels of performance or gained more by the end of the year on most types of items. The results suggest that relationships between teaching and learning are a function of the instructional environment; different relationships emerged in the alternative classrooms than those that have been reported for more traditional classrooms.