在拉各斯州高级中学数学课时应用修改后的弗兰德斯互动分析
Opesemowo Oluwaseyi Aina Gbolade1, Taiwo Olufunmi2, Alawaye Modupe2
1Mathematics, Science and Technology Education, University of Johannesburg Faculty of Education, Auckland Park, Gauteng, South Africa.
F1000Research
|January 13, 2026
概括
尼日利亚中学的数学课以教师为中心,学生被动地倾听. 教师应该采用以学生为中心的方法来提高参与度和表现.
科学领域:
- 教育心理学教育心理学
- 课堂互动分析 课堂互动分析
背景情况:
- 课堂互动对于有效的教学和学习至关重要.
- 了解数学教育中的教师-学生动态对于改进教学策略至关重要.
研究的目的:
- 检查尼日利亚高级中学数学课程中的课堂互动模式.
- 分析以教师为中心的方法与以学生为中心的方法的程度.
主要方法:
- 采用了一种描述性调查设计.
- 使用了修改后的法兰德斯相互作用分析和结构化的观察计划.
- 从10名数学教师和725名学生收集数据,并使用统计方法进行分析.
主要成果:
- 数学课堂主要以教师为中心.
- 教师主导了课堂活动,而学生则表现出被动倾听和适度的非语言参与.
- 在教师和学生之间的口头互动模式中发现了显著的差异.
结论:
- 目前在研究领域的数学教学以教师为中心,限制了学生的参与.
- 建议包括采用以学生为中心的方法,促进可接近性,并将互动分析纳入教师培训计划.
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