共查询到20条相似文献，搜索用时 31 毫秒
1.
《British Educational Research Journal》2006,32(3):443-457
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two‐year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered. 相似文献
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Jantien Smit Henriëtte A. A. van Eerde Arthur Bakker 《British Educational Research Journal》2013,39(5):817-834
The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction. Drawing an analogy with Vygotsky's concept of Zone of Proximal Development we argue why the extension to whole‐class settings is justified. We further distinguish three key characteristics for whole‐class scaffolding—diagnosis, responsiveness and handover to independence—and illustrate these with examples from a teaching experiment focusing on whole‐class scaffolding language in a multilingual mathematics classroom (age 10–12). The empirical data led to a metaphorical distinction between online and offline enactment of key characteristics, during respectively outside whole‐class interaction. Diagnoses can namely also be made outside lessons, for instance by reading pupils' work; responsiveness can also be realised in adapting instructional activities; and handover to independence can also be fostered in the design of lessons. In addition to this layered nature (online vs. offline), whole‐class scaffolding is often distributed over time. Finally, whole‐class scaffolding is cumulative with pupils' independence emerging as the cumulative effect of many diagnostic and responsive actions over time. We suggest these three features are at the core of whole‐class scaffolding that is deliberately employed to foster long‐term learning processes. 相似文献
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Martin Anton Jozef Vos Ruurd Taconis Wim M. G. Jochems Albert Pilot 《International Journal of Science Education》2013,35(10):1407-1432
Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context‐based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the interaction between innovative context‐based materials and teachers that hinder or facilitate classroom implementation as intended by the designers. Four cases of classroom implementation by four experienced teachers with different degrees of experiences in context‐based education, all implementing ‘Chemie im Kontext’ (CHiK) teaching materials, were carried out using a previously developed framework for analysis. It was found that a crucial aspect of CHiK, that of taking students' questions and using them as an orientation as the ‘focal event’ for the following lessons, was difficult to implement. The employed contexts are too general and broad to be effectively applicable as a setting in which activities such as students developing their own ideas and exploring them logically take place. Therefore, it is recommended that extensive teacher professionalization is required on this aspect to show teachers its value and to increase their repertoire of necessary teaching activities. 相似文献
4.
Carole Bignell 《Literacy》2019,53(3):150-159
This study offers an insight into the experiences of three newly qualified English primary teachers and their pupils as they sought to develop dialogic teaching in lessons. It draws upon a range of literature from the field of classroom talk, with a particular focus on the work of Robin Alexander to underpin teacher/researcher professional discussion and analysis of periodic video recordings of talk in these classrooms. Supplemented by teacher interviews, the research examines the extent to which a dialogic approach to teacher professional development might facilitate teacher self‐evaluation as a means of developing a more dialogic classroom. In doing so, it seeks to exemplify key talk moves (dialogic bids) that these teachers used to open up dialogic spaces in lessons. The research concludes that raising teacher awareness of such talk moves through professional discussion and reflection upon teaching can provide teachers with a metacognitive resource for talking about and furthering dialogic teaching practices. 相似文献
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黄新权 《南昌教育学院学报》2011,(11):133-133
目前我们语文课堂教学的那种盲目性、随意性现象仍大量存在,尤其"填鸭式"、"一言堂"的传统教学模式更是根深蒂固。这一弊病尤其表现在中学语文课堂教学中。如何创造现语文课堂教学的有效性和高效性,关键还在于我们语文教师对自身角色的定位与落实。本文总结如下四点建议:发挥教室的舞台功效;握稳导航的舵盘;不失时机地采访倾听;做好"三公"制的主裁。 相似文献
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面授辅导课在远程开放教育英语教学中起着重要的作用。面授教师需要了解学员特点,实施好期初导学入门课、期中重点助学课和期末复习迎考课的教学,创造良好的教学气氛,突出课堂教学重点,注重理论与实践相结合,在教学中体现统考内容,以不断提高英语面授课教学质量。 相似文献
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The article examines the impact of New Labour policies—particularly the National Literacy and Numeracy Strategies and the subsequent Primary National Strategy—on classroom practice at Key Stage 2 in England. Evidence is drawn from fieldwork conducted in 2003–2005 from a sample of 50 schools, replicating a study conducted a decade previously in the same schools. The data base consists mainly of 188 transcribed in‐depth teacher interviews and fieldnotes from observation of 51 lessons. By comparison with other research studies on primary classroom practice from the 1970s through to the mid‐1990s, our study suggests that there have been more changes in the last five years in teaching styles and in classroom organisation throughout the whole curriculum at KS2 than in the previous two decades. Such changes include a dramatic increase in whole‐class teaching, the use of learning objectives shared with pupils and changes in pupil seating arrangements. Through compliance with centrally imposed changes in pedagogy, teachers’ experiences have led them to change some of their professional values concerning desirable pedagogy. The article concludes by considering some of the implications of our evidence for theories of educational change and of teacher professionalism. 相似文献
8.
赵新华 《牡丹江教育学院学报》2013,(3):152-153
语文多媒体课件集文本、图像、动画和声音于一体,为课堂教学活动中的信息交流提供了全新的手段。使用多媒体教学,信息传输量大、速度快,传统教学媒体无法与之相比。中国的＂语文＂在文字造型、语言表达及文学作品中的形象塑造等方面有其独特的特点,多媒体的使用不能过分追求外观而忽视了语文学科的本来面目。我们要牢记语文教学媒体的本质——＂媒介＂,它仅仅是载体或工具。 相似文献
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Available evidence suggests that Japanese elementary science education has shifted, in recent decades, away from lecture‐style, rote ‘teaching as telling’ toward ‘teaching for understanding’. How has this change been accomplished? Drawing on our ongoing study of innovations in Japanese elementary science instruction, we describe three features of the Japanese system that may facilitate planned change. First, we describe Japan's broad national goals for elementary education and the alignment of textbooks with these goals. We point out that Japan's national goals focus on the whole child (social, ethical and intellectual development), a breadth which, we speculate, may reduce the kind of pendulum swings between goals of academic and social development that have plagued some other countries’ educational policies. In addition, we note that the national goals are abstract and are translated into classroom practice through the collaborative work of teachers. Second, we describe three routes through which the national goals are translated into classroom practice: research lessons, teachers’ research groups, and national elementary schools. Finally, we speculate on some elements of the educational context (for example, collaborative habits and norms, beliefs about the pace and nature of change, and the practice of self‐critical reflection) that may support planned educational change in Japan. 相似文献
10.
The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom. 相似文献
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Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system, which includes class system, plate system, unit system, and primitive system. In this study, we focused on primitive system of classroom teaching (PrS)—the lowest level in a SCT. Using focus group interviews, this study investigated the variables related to the effectiveness of PrS. We found a total of 21 such variables. To identify the main factors underlying the effectiveness of PrS, we further used exploratory factor analysis and confirmatory factor analysis. We found five main factors: rational use of time, quality of teaching behavior chain, match degree, quality of using resource and technology, and rationality of primitive content. Based on these findings, we constructed an evaluation scale for assessing the effectiveness of primitive system of chemistry classroom teaching. 相似文献
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This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations. 相似文献
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Miranda Rocksén 《Scandinavian Journal of Educational Research》2017,61(4):377-393
This study investigates classroom organisation and interaction focusing on phases of activity. The detailed in-depth case study is based on video recordings of 1 science unit consisting of 11 lessons about biological evolution in a Swedish ninth-grade class (aged 15). The study illuminates the temporality of student participation as a fundamental and practical concern for the science teaching profession. Through multiple scale analysis an activity pattern and students' contrasting positions are identified. Movements of control and agency between teacher and students in small-groups provide opportunities for the teacher to coordinate the teaching and the pace of students' participation. The implications point to challenges involved in providing all students with the learning opportunities that participation in the school science discourse affords. 相似文献
17.
Nowadays, there is a consensus that good teaching and learning needs instructional variation and personalised forms of learning. In teacher education, these concepts have been implemented for years, and prospective teachers are taught accordingly; it is thus assumed that the teaching of novice teachers is in accordance with these new teaching concepts. In the research project ‘ALPHA’, the teaching of novice teachers at the beginning and at the end of their first year in the profession and the teaching of experienced teachers with five or more years of teaching experience was videotaped, so that longitudinal and cross-sectional comparisons were possible. The lessons were analysed by applying a coding system on the instruction and by employing a rater inventory in order to understand the structure and quality of the lessons. Overall, the results indicate high levels of whole class teaching with a rather high level of traditional classroom instruction both for the novice and the experienced teachers. However, the proportions vary depending on the location of teacher education. The results provide evidence that the new teaching concepts learned on the teacher education programme are not necessarily implemented in the classroom and provide possible reasons why this might be the case. 相似文献
18.
《British Educational Research Journal》2004,30(1):141-165
This study identified effective teachers of high‐achieving Grade 12 students in New South Wales, Australia. Nineteen teachers, across a variety of curriculum areas, were observed teaching and then interviewed. A further six teachers were interviewed only. Despite the high‐stakes end‐of‐schooling examination, generating interest in and understanding of the subject was their paramount concern. A key common factor was an emphasis on having students apply knowledge, rather than being ‘spoon‐fed’ information. Although many aspects of the lessons were channelled through the teachers, frequent opportunities existed for independent learning. Classrooms were relaxed environments, but highly focused. Teachers attributed their success to four major factors: their relationships with students, their classroom practices, the students themselves and faculty cooperation. No evidence was found that the high‐stakes examination inhibited best‐practice teaching. 相似文献
19.
Beth Ann Herrmann Kristy Cook Wendy Elliott Leah Lewis Julie Thomas 《Teaching in Higher Education》2013,18(2):253-261
Abstract In this paper we reflect on our efforts during the 1992–93 academic school year to create a different type of teacher education experience — one based on active learning, and collegiality and mutuality. Drawing on a model for classroom‐based teacher development described by Thiessen (1992), we begin with an overview of how we worked to (a) improve the quality of learning for all participants; (b) create a supportive learning environment for all the stakeholders; (c) leant in the complex and changing situation of classroom life; (d) combine personally meaningful, educationally defensible and socially justifiable evaluation practices; and (e) engage in reflective, interactive and transformative experiences. After this we. describe tension we experienced, which resulted from a lack of shared vision among us and from our efforts to examine our own practice. We also explore how we tried to deal with the tension. We conclude with lessons learned from our experience which have led to new questions about teacher education reform. 相似文献