发展预服务教师在数学中的注意力技能 PBL背景:基于视频的教师培训课程的影响
Sha Li1, Chunxia Qi1, Ruisi Li1
1Faculty of Education, Beijing Normal University, Beijing, China.
Acta psychologica
|March 31, 2025
概括
预服务教师在视频课程后,在数学项目学习 (PBL) 中提高了他们的推理和决策能力. 然而,他们仍然需要更好地将PBL原则和学生思维纳入他们的教学策略.
科学领域:
- 数学教育教育 数学教育
- 教师专业发展教师专业发展
- 教育心理学教育心理学
背景情况:
- 教师的注意力对于有效的数学教学至关重要,特别是在基于项目的学习 (PBL) 中.
- 预服务教师 (PST) 需要结构化培训,以开发复杂的注意技能,以应对像PBL这样的复杂教学环境.
- 现有的教师培训课程可能无法充分解决在PBL背景下注意到的细微差别.
研究的目的:
- 通过一门以视频为基础的教师教育课程,以数学项目为基础的学习为重点,调查预服务教师注意到技能的发展.
- 评估PST的出席,推理和决策能力与PBL原则相比有多大发展.
- 确定PST在课程期间注意到技能发展的模式和变化.
主要方法:
- 纵向前后设计,以跟踪PST注意力技能的变化.
- 利用教师注意的框架 (出席,推理,决策) 和PBL的六个A.
- 在基于视频的教师培训课程中分析PST的表现和发展.
主要成果:
- 在PST的推理技能中观察到显著的改善,增加了解释立场的使用和数学知识的整合.
- 决策的多样化,提出教学步骤的增加,尽管经常以教师为中心.
- 40%的PST表现出扩大了注意力,包括学生的思维和PBL元素;其他人保持了更狭窄的焦点.
- 在准确应用PBL核心原则方面,PST遇到了挑战.
结论:
- 基于视频的结构化课程可以有效地提高教师的数学注意力,特别是推理和决策能力.
- 需要进一步的研究来完善教师教育计划,以更好地为PST提供集成的以学生为中心和与PBL结合的注意策略.
- 这项研究为优化教师准备提供了有价值的见解,以实现有效的数学基于项目学习指导.
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