“I Just Don’t Get It”: Teachers’ and Students’ Conceptions of Confusion and Implications for Teaching and Learning in the High School English Classroom
“I Just Don’t Get It”: Teachers’ and Students’ Conceptions of Confusion and Implications for Teaching and Learning in the High School English Classroom
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“我就是不明白”：高中英语课堂师生的观念困惑及教与学的启示
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发表时间：
2006
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通讯作者：
S. Plaut
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作者：
S. Plaut
教师必须衡量学生的理解和困惑。然而，大多数关于教师思维的研究都忽略了教师对困惑的看法，以及学生在困惑时与教师互动的看法。本研究考察了两名高中英语教师和六名学生对困惑的思考，解决了两个研究问题：当学生学习写文学作品时，参与者依靠什么信息来源来识别学生的困惑？参与者对这些信息的解释揭示了他们对困惑和教与学的概念是什么？作者采用了刺激回忆访谈法——录像两节互动写作课，然后就视频片段对每个参与者进行访谈。分析涉及扎根理论，形成两部分的理论框架。第一部分检查参与者所依赖的信息来源，以识别学生的困惑（包括学生无意识的非语言线索，有意的信号，书面作业和私人想法）。第二部分考察了困惑的四个相互关联的方面：困惑的性质（参与者的隐喻模型）、类型、原因和对困惑的反应（包括参与者认为谁有能动性）。在此框架下，作者通过案例研究来描述八位参与者独特的困惑概念。研究发现：(1)参与者对困惑的解释揭示了他们对理解、教学和学习的基本概念；(2)部分学生的困惑观与教师的困惑观相吻合；其他人则不匹配或有冲突。讨论了对教学实践和学生学习的影响，包括教师需要了解学生如何理解困惑在学习中所扮演的角色。
Abstract Teachers must gauge students’ understandings and confusions. Yet most research about teacher thinking neglects teachers’ ideas about confusion and students’ perspectives about their interactions with their teacher when they are confused. This study examines two high school English teachers’ and six of their students’ thinking about confusion, addressing two research questions: What sources of information do participants rely on to identify student confusion when students are learning to write about literature? And what do participants’ interpretations of that information reveal about their conceptions of confusion, and of teaching and learning? The author used Stimulated Recall Interview method—videotaping two interactive writing lessons and then interviewing each participant about video segments. Analysis involved grounded theory to develop a two-part theoretical framework. Part I examines information sources participants rely on to identify student confusion (including students’ unconscious nonverbal cues, intentional signals, written work, and private thoughts). Part II examines four interrelated facets of confusion: the nature of confusion (participants’ metaphorical models), types, causes of, and responses to confusion (including who participants felt had agency). Using this framework, the author presents case studies to depict eight participants’ unique conceptions of confusion. Two findings emerged: (1) Participants’ interpretations of confusion revealed their underlying conceptions of understanding, teaching, and learning; (2) Some students’ conceptions of confusion matched their teacher’s conception; others mismatched or were in conflict. Implications for teaching practice and student learning are discussed, including the need for teachers to understand how students understand the role confusion plays in learning.