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The purpose of the study was to observe the indicators of science teachers’ technological pedagogical content knowledge (TPACK) using a video-based research method. The study was conducted with four in-service science teachers who taught at a school that offered tablet-based education in primary and secondary levels. Data sources included video-recorded classroom teaching sessions and pre- and post-video teacher interviews. In addition to the in-depth contextual information provided, the findings from the qualitative analysis of teacher cases revealed indicators of teachers’ TPACK in their lesson design and actual teaching processes. Design indicators included technology selection, curriculum planning, lesson preparation, and assessment. Actual teaching indicators included lesson entry behaviors, teaching methods and strategies, technology-enhanced classroom management, troubleshooting, and assessment. 相似文献
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董丹玲 《福建教育学院学报》2013,14(2):57-59
如何在新课程背景下进行有效的化学教学是当前众多化学教学工作者探索和研究的一个重要课题。不妨将备学情、备教材、备实验三者有机的结合起来,同时将观课和反思落到实处,通过功夫花在课外,赢得课堂教学的有效性。 相似文献
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Agneta Linne 《课程研究杂志》2013,45(2):129-156
In the 19th century, a shift in classroom technology from monitoring to recitation was staged in several European countries. The analysis draws on late 19th- and early 20th century lesson plans that were produced as part of the final teacher examination by students at two Swedish teacher training colleges, in order to explore how the lesson was restructured as a pedagogic text in the course of this transformation. The argument focuses upon the structure and transformation of the lesson designs, the discursive pattern of the text, the narrative involved, and the message or moral reflected in the text. The inquiry demonstrates that a classroom technology originally advocated in order to enhance the teacher's control of pupils and to influence children's minds, thoughts and morality became one instrument in the creation of a school for symbolic representation and meaning-making in a rapidly changing world of modernity. 相似文献
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Nienke Wieringa Fred J. J. M. Janssen Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462
In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made. 相似文献
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选取"一师一优课一课一名师"评估活动中的一节部级优课,利用基于信息技术的互动分析编码系统(ITIAS),对课堂教学行为做频数分析和矩阵分析,了解课堂氛围、课堂教学结构、教师言语、师生问答、技术使用及动态特征曲线等情况。研究发现:在这一节部级优课中,信息技术与教学深度融合,教学效果良好;课堂教学气氛融洽,师生之间情感深厚;教师注重鼓励学生,学生自信心和成就感有所提升;教学方法灵活多样,学生的问题解决能力有了长足的发展。这启示教师在提升智慧课堂教学质量和信息化教学能力时,应灵活运用信息技术与数字化资源;合理安排教学设计,注重师生之间教学交互;把握课堂教学节奏,营造良好课堂氛围。 相似文献
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信息技术与课程有效整合个案研究 总被引：3，自引：0，他引：3
本文结合目前中小学信息技术与课程整合的课堂教学情况,分析了信息技术有效介入的课堂在教学目标、教学内容、教学过程、教学方法和教学结果这五个方面的新特点,并结合课堂教学实例《生活中的旋转》一课阐述了信息技术环境下“什么样的课是好课”。通过文献研究和实际调查,制定了初步的评价量规。希望通过本文的论述和对本文提出的评价量规的合理使用,能促使教育者真正做到把信息技术有效的整合到课堂中。 相似文献
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随着新课程改革的推进和社会现代信息技术的加快发展,教案制作是教师课堂教学的重要组成部分。传统的教案方式已经跟不上现代教学的需要,把现代信息技术与新课程改革的理念相结合来制作电子教案是当前每位教师应具备的技能之一。 相似文献
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John Elliott 《European Journal of Education》2019,54(2):175-188
This article addresses the conceptual question “what is lesson study?” as an issue that arises in the context of the globalisation of lesson study as a method for improving teaching and learning beyond its presumed origins in the Japanese education system. To what extent can adaptations of the method in different national settings be interpreted as faithful representations of its practically significant “critical features” in the country of origin? In order to address this question, the article begins by examining the comparative classroom research by Stigler and Hiebert that culminated in the publication of The Teaching Gap. This work is generally acknowledged to have been seminal for the global development of lesson study as a method for improving teaching and learning. Sponsored by the 1997 TIMMS testing programme, the research sought to explain pronounced differences in measured educational attainment between students of all ages in Japan, and the US and Germany. In the process Stigler and Hiebert discovered the extensive use of lesson study in Japanese primary schools as a school‐based research method for securing consistency between learning goals and teaching methods. In doing so, they identified six principles which underpinned the method and pinpointed its practical significance. In this article, the author claims that the principles identified by Stigler and Hiebert can be used as a framework for assessing adaptations of lesson study in the context of globalisation, and connecting it to related methodological ideas that are internationally circulating. In particular, the author stresses links between lesson study, the tradition of classroom action research forged by Lawrence Stenhouse and his colleagues at the University of East Anglia, UK and the theory of variation developed in Sweden and Hong Kong by Ference Marton, Lo Mun Ling and others. Such links can deepen a theoretical understanding of “lesson study” and safe‐guard it against a “cherry‐picking” approach to its implementation in a context of globalisation. The article particularly highlights the importance of understanding the ways in which the organisational cultures of schooling in many countries shape and distort the implementation of lesson study. It argues for the greater involvement of school leaders and administrators in a form of second‐order action research aimed at transforming the organisational context of teachers’ work in classrooms and creating more space for them to spend less time as test data managers and more time as lesson researchers in accordance with the six principles outlined. 相似文献
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Wenli Chen Chee‐Kit Looi 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):676-686
A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher–student and student–student discourse when leveraged by an interactive technology—Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid collaborative knowledge building (RCKB). We envisaged nine design principles for RCKB in the design of lessons and postulated a logic model that links and explains the effects of our design principles to the ultimate goal of learning efficacy. We presented a case study of a GS lesson which shows that GS affordances leveraged by good lesson and activity design could enable the students to have more epistemic agency. Students had opportunities to participate spontaneously in class discussions by fully expressing their ideas without inhibition. The technology effect is used to support instant formative feedback and interactions among students effectively. 相似文献
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Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties 
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下载免费PDF全文 Christopher J. Lonigan Beth M. Phillips Jeanine L. Clancy Susan H. Landry Paul R. Swank Michael Assel Heather B. Taylor Alice Klein Prentice Starkey Celene E. Domitrovich Nancy Eisenberg Jill de Villiers Peter de Villiers Marcia Barnes The School Readiness Consortium 《Child development》2015,86(6):1773-1793
This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap. 相似文献
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Penny B. Howell Margaret Rintamaa Shawn Faulkner Mike DiCicco 《The Teacher Educator》2019,54(2):91-104
Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices. 相似文献
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AbstractThe teacher echo refers to teachers’ almost verbatim repetition of student responses and can be used to provide implicit feedback about students’ achievement or understanding. Echoing student answers is a controversial strategy of classroom discourse, as some critics see it as a bad habit and consequently deny its use in the classroom. The aim of this research project was to learn more about the perceptions of unprejudiced, prospective teachers on this controversial type of teacher feedback. Therefore, two short videos of a simulated lesson with and without teacher echo were created. A sample of 410 teacher trainees was asked to rate the perceived instructional quality and answer a knowledge test about the lesson contents. Results showed no significant differences in perceived cognitive activation and teacher dominance, but higher perceived constructive support and better knowledge acquisition when using the teacher echo. Thus, its application seems to be more beneficial than harmful. 相似文献
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An interpretive methodology was employed to examine interrelations between teacher and student actions in a context of teaching and learning in an urban high school in Australia, a teacher of 20 years' experience, and a Grade 11 chemistry class. Data sources included teacher and student interviews, direct observation and videotapes of 4 weeks of lessons, and responses to a classroom environment survey. Three narratives were constructed for a typical lesson, the perspectives of the teacher, and the perspectives of a composite student. These narratives were used to describe what happened and communicate what we learned from the study. Initially, the teacher and students had difficulty describing their beliefs; however, as the study progressed they used language to describe their practices and construct mental models that fit with their practices and beliefs about learning. Teacher and student goals, beliefs about teacher and learner roles, and constructions of the context were coherent to such an extent that there was little impetus for change. These findings are discussed in terms of the difficulties of initiating and sustaining reform when the teacher and students are satisfied with what is happening and other sociocultural factors tend to support the status quo. 相似文献
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Wondimu Ahmed Alexander Minnaert Greetje van der Werf Hans Kuyper 《Learning and individual differences》2010,20(5):507-511
This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competence-value beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation. 相似文献
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Kok-Sing Tang 《International Journal of Science Education》2016,38(13):2069-2095
The purpose of this study is to examines the relationship between the communicative approach of classroom talk and the modes of representations used by science teachers. Based on video data from two physics classrooms in Singapore, a recurring pattern in the relationship was observed as the teaching sequence of a lesson unfolded. It was found that as the mode of representation shifted from enactive (action based) to iconic (image based) to symbolic (language based), there was a concurrent and coordinated shift in the classroom communicative approach from interactive–dialogic to interactive–authoritative to non-interactive–authoritative. Specifically, the shift from enactive to iconic to symbolic representations occurred mainly within the interactive–dialogic approach while the shift towards the interactive–authoritative and non-interactive–authoritative approaches occurred when symbolic modes of representation were used. This concurrent and coordinated shift has implications on how we conceive the use of representations in conjunction with the co-occurring classroom discourse, both theoretically and pedagogically. 相似文献
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张莉 《安徽广播电视大学学报》2016,(4):81-84
通过对微课及翻转课堂教学特点的分析,指出法律事务专业须打破传统的填鸭式课堂教学,运用以微课为支点的翻转课堂教学新模式。提出精心制作与有效使用微课是实现翻转课堂的前提;翻转课堂教学设计从项目导入、知识内化和多元评价体系构建等方面进行,实现学生自主学习和个性化学习,突出法律事务专业“职业性、技能型”专业特色。 相似文献
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Efi Paparistodemou Despina Potari Demetra Pitta-Pantazi 《Educational Studies in Mathematics》2014,86(1):1-18
This study investigates early childhood prospective teachers’ attention to geometrical tasks while designing and using them in the classroom. This is explored in the context of the teaching practice of 11 prospective teachers who taught geometry in early childhood classrooms during the last semester of their university studies. The teaching practice was organized into four stages: design of a lesson plan; classroom implementation; discussion of the lesson with the school practice instructor; and self-assessment report and revision of the lesson. Analysis of data using the Teaching Triad framework (Jaworski, 1994) shows that although the prospective teachers attended to issues of mathematical challenge, sensitivity to students, and management of learning in their planning, in their actual teaching and after class reflection, their attention was focused mainly on management issues. The findings also show that prospective teachers’ attention on geometrical tasks can be developed through a process of reflection on their teaching. 相似文献