培养教师的教学设计能力,通过课程适应来扩大学生的认识机构
Mon-Lin Monica Ko1, Kerri Wingert2, Nga Hoang1
1University of Colorado, Boulder.
概括
在专业学习 (PL) 研讨会上,教师们加深了他们对学生认知能力的理解. 这项研究表明,教学策略如何影响学生共同构建知识.
科学领域:
- 教育教育教育教育教育教育.
- 教学教育学 在教学上
- 教师专业发展教师专业发展
背景情况:
- 教师需要提高教学设计能力,以培养学生的认识能力.
- 专业学习 (PL) 研讨会是教师发展的一个关键方法.
- 学生的认识机构涉及他们积极参与知识构建.
研究的目的:
- 分析教师在专注于教学设计能力的PL研讨会中的参与.
- 探索教师如何理解和深化他们对学生认知能力的理解.
- 调查研讨会内容对教师对认识论代理的概念的影响.
主要方法:
- 设计并实施了一个为期四天的专业学习研讨会.
- 使用分析过程来检查教师参与和学习.
- 对三位教师的意义形成过程进行了案例研究.
主要成果:
- 教师们从认识论性代理的各种概念开始.
- 所有参与的教师都表现出了对认识机构的更深层次反思的转变.
- 教师认识到谈话,任务和教师的行为如何影响学生的知识共建.
结论:
- 专业学习可以有效地加深教师对学生认识论作用的理解.
- 进一步的研究应该探索这些研讨会的长期影响.
- 讨论了对教师培训和课程设计的影响.
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