摘要
＂关键教学行为＂层级是对课堂教学行为重要性进行分级与研究.探寻关键教学行为对于抓住教学研究与改进中的核心问题,促进有效教学具有积极意义.基于中学数学课堂教学词典（Lexicon）项目资料,经专家论证,得到124个教学行为.借助CIT（Critical Incident Technique）技术,结合专家评判,提炼出16个关键教学行为.进一步运用问卷调查和访谈,得出中学数学课堂上关键性最高的A层教学行为：师生互动、教师提问、教师展示、学生听讲以及学生做题.其余教师讲解、学生讲解、学生提问、合作学习等11个关键教学行为属于B层;其余108个教学行为归入C层级.
Based on the Lexicon Project, the study focuses on exploring the Critical Pedagogical Behaviors（CPB） in the middle school mathematics classrooms. CIT（Critical Incident Technique） is used and questionnaires and interviews are conducted to further get 16 CPB, in which 5 belong to Level A：Teacher-student-interaction, Teacher questioning, Teacher Presentation, Student listening and Student doing exercising; the other 11 CPB belong to Level B while the other 108 normal pedagogical behaviors belong to Level C.
出处
《数学教育学报》
CSSCI
北大核心
2017年第1期1-6,共6页
Journal of Mathematics Education
基金
澳大利亚研究委员会(ARC)基金——The Lexicon Project:Analysing pedagogical naming systems from different cultures to reconceptualise classroom practice and advance educational theory(DP140101361)
