在中国大陆的数学课堂上,教师在协作解决问题的过程中进行干预
1School of Mathematics and Statistics, Central China Normal University, Wuhan 430079, China.
Behavioral sciences (Basel, Switzerland)
|March 28, 2025
概括
教师的干预在中国课堂上显著影响了协作解决问题 (CPS). 有效的策略侧重于社会方面和诊断,提高学生在小组任务中的表现.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 认知科学 认知科学
背景情况:
- 在PISA 2015中,中国学生在协作解决问题 (CPS) 中表现不佳.
- 尽管学生协作已经广泛使用了20多年,但对教师在CPS中的角色的研究是有限的.
- 开放式任务在数学中越来越多地用于培养CPS技能.
研究的目的:
- 调查教师干预对对和小组CPS的影响.
- 分析不同干预重点和方法的有效性.
- 为合作学习提供最佳教师干预风格的见解.
主要方法:
- 进行了一项准实验,涉及四名教师和八个班级.
- 选择了典型的教师干预案例进行深入分析.
- 干预对任务绩效的影响是根据重点和手段来评估的.
主要成果:
- 四分之三的教师表现出有效的干预措施.
- 分析发现了最有效和最不有效教师之间的干预风格的关键差异.
- 强调社会活动和诊断反成为关键干预组件.
结论:
- 教师的干预在提高CPS绩效方面发挥着至关重要的作用.
- 有效的干预措施平衡了社会促进与认知诊断.
- 关于教师权威的文化考虑对于有效实施协作活动很重要.
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