Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures
Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures
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学校意外停课后，日本教师对在线数学教学的心理准备
DOI：
10.1080/0020739x.2021.2005171
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Mitsunori Yatsuka & Mikio Miyazaki
中科院分区：
文献类型：
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作者：
Taro Fujita;Hiroyuki Nakagawa;Hiroyuki Sasa;Satoshi Enomoto;Mitsunori Yatsuka & Mikio Miyazaki
在线数学教学被认为是解决当前由COVID-19病毒大流行和随后的学校关闭造成的教育危机的解决方案之一。然而，我们不知道教师对在线教学有什么态度和经验。本研究的目的是了解日本教师如何做好应对网络教学的心理准备，特别是当他们面临突然的，意想不到的和具有挑战性的情况下，他们无法控制的因素。数据是通过2020年4月的调查从207名小学/初中日语教师中收集的。大多数参与者对数学网络教学的使用持相对积极的态度。他们的危机感非常强烈，他们担心，（a）如何真正使他们的教学互动和（B）如何处理意想不到的技术问题。他们对网上教学的态度，可用的知识和时间，以及支持使网上教学对学生更具互动性，可以解释他们的准备。我们还发现了一些教师，他们已经为这种突然的变化做好了准备，并有一些想法，使数学课程与在线教学互动。
Teaching mathematics online has been highlighted as one of the solutions to the current crisis for education caused by the COVID-19 virus pandemic and subsequent school closures. However, we do not know what attitudes and experience teachers have towards online teaching. The aim of this study was to gain insights into how Japanese teachers were mentally prepared to tackle online teaching, in particular, when they faced a sudden, unexpected and challenging situation caused by factors beyond their control. Data was gathered from 207 elementary/junior high Japanese teachers using a survey in April 2020. Most participants held relatively positive attitudes towards the use of online teaching of mathematics. Their sense of crisis was very high, and they were anxious about, (a) how to actually make their teaching interactive and (b) how to deal with unexpected technical issues. Their readiness might be explained by their attitudes towards online teaching, the knowledge and time available, and support for making online teaching more interactive for students. We also identified teachers who were ready for such sudden changes and had some ideas to make mathematics lessons interactive with online teaching.