The Relationships Between Task Design, Anticipated Pedagogies, and Student Learning
The Relationships Between Task Design, Anticipated Pedagogies, and Student Learning
复制标题
任务设计、预期教学法和学生学习之间的关系
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Yudong Yang
中科院分区：
文献类型：
--
作者：
P. Sullivan;L. Knott;Yudong Yang
本章描述任务设计和学生学习之间的相互作用，为教师关于目标和教学法的决策提供信息。根据学生的数学目标，教师面临许多选择：选择或设计任务和任务序列；选择向学生展示任务并让学生交流结果的媒体；规划教学法以最好地实现任务提供的机会；确定学生任务的复杂程度，包括适应这些任务的方法；并预测评估学生学习的过程。这些选择中的每一个都受到教师对相关数学的理解、对学生准备情况的评估、教师的经验或创造力或资源的获取、他们对学生参与的期望以及他们将学习与学生生活联系起来的承诺的影响。教师制定相关教学法的意识和意愿也影响着决策。
This chapter describes the interplay between task design and student learning that informs teachers’ decisions about goals and pedagogies. Based on their mathematical goals for students, teachers face many choices: choosing or designing tasks and sequences of tasks; selecting media for presenting tasks to students and for students to communicate results; planning pedagogies to best realize opportunities afforded by tasks; determining the level of complexity of tasks for their students, including ways of adapting for them; and anticipating processes for assessing student learning. Each of these choices is influenced by teachers’ understanding of the relevant mathematics, by assessments of the preparedness of their students, by the teacher’s experience or creativity or access to resources, by their expectations for student engagement, and by their commitment to connecting learning with students’ lives. Decisions are also informed by teachers’ awareness and willingness to enact the relevant pedagogies.