"你背后的想法是什么?" 探索为什么生物学教师使用课堂演讲
Cristine Donham1, Tessa C Andrews1
1Department of Genetics, University of Georgia, Athens, Georgia, USA.
Journal of microbiology & biology education
|August 24, 2023
概括
教师的言论,定义为与学生的口头互动,可以增强学习. 了解教师为什么使用对话性话语,一个来回的交流,可以改善生物学教育家的教学专业发展.
科学领域:
- 生物学教育研究 生物学教育研究
- 课堂话语分析 课堂话语分析
- 高等教育教学的教学.
背景情况:
- 教师的言论显著影响学生的学习.
- 对话性话语,以共享思想交流为特征,促进深度学习,但在本科生物学中并不常见.
- 了解教师使用对话话语的推理对于有效的教学专业发展至关重要.
研究的目的:
- 为了研究本科生生物学讲师在积极学习课程中使用对话性话语的原因.
- 识别和描述推动科学课堂使用对话性话语的根本动机.
主要方法:
- 课堂视频记录被用来识别对话性话语的实例.
- 与教练进行了刺激回忆采访,以引起他们的推理.
- 采用了采访成绩单的诱导和演定性分析.
主要成果:
- 确定了使用对话性话语的七个不同的理由.
- 三个原因与促进学生的认知参与相一致,而四个原因来自数据.
- 导师的具体目标包括促使活动,提供信息,提供反,破译和利用学生的思维,以及暗示连接.
结论:
- 教师使用对话性话语的推理是多方面的,超越了认知参与.
- 结果为研究,专业发展计划和教师对教学实践的自我反思提供了洞察力.
- 在不同类型的对话话语中观察到推理的变化,突出显示了其应用的复杂性.
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