Are There National Patterns of Teaching? Evidence from the TIMSS 1999 Video Study
Are There National Patterns of Teaching? Evidence from the TIMSS 1999 Video Study
复制标题
是否有全国性的教学模式？
DOI：
10.1086/430260
复制
发表时间：
2005
影响因子：
1.8
通讯作者：
R. Gallimore
中科院分区：
文献类型：
--
作者：
Karen B. Givvin;J. Hiebert;Jennifer Jacobs;Hilary Hollingsworth;R. Gallimore
为什么今天的教师以他们所做的方式教学，为什么教学以它演变的方式发展？为了改进教学，重要的是要了解为什么教学会有现在的样子，以及如何解释它的一般形式。解决这个问题的一种方法是在课堂层面上。这种方法在人类学家的人种学工作中被发现，并被巧妙地应用于罗宾·亚历山大和凯瑟琳·安德森-莱维特等研究人员最近的工作中。在这篇文章中，我们利用1999年第三次国际数学与科学研究(TIMSS)视频档案，建立在人种学研究的基础上。在这里，我们考虑对学校教学中已形成的一般模式的两种可能的解释。一种解释是，当今大多数学校都有影响教学实践的普遍因素。这些要素包括物理环境、教室的社会动态以及要学习的内容。如果
Why do teachers today teach as they do, and why has teaching evolved in the way that it has evolved? In order to improve teaching, it is important to understand why teaching looks the way that it now does and how its general form can be explained. One way to address this question is at the classroom level. This approach has been found in the ethnographic work of anthropologists and has been skillfully applied in the recent work of such researchers as Robin Alexander and Kathryn Anderson-Levitt. In this article we build on ethnographic research by using the 1999 Third International Mathematics and Science Study (TIMSS) video archives. Here we consider two possible explanations for the general patterns that have developed in school teaching. One explanation is that there are universal elements in most schools today that shape teaching practice. These elements include the physical environment, the social dynamics of classrooms, and the content to be learned. If