International Comparisons of Mathematics Lessons: A Learners' Perspective Study

数学课程的国际比较：学习者的视角研究

基本信息

批准号：
13680195
负责人：
SHIMIZU Yoshinori
金额：
$ 2.37万
依托单位：
TOKYO GAKUGEI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

This international comparative study examines the characteristics of Japanese mathematics lessons by analyzing the video taped sequenceoften consecutive lessons in eighth grade in Australian, Germany, Japan, and the United States from the learners' perspective. Particular attention is given to the "lesson pattern" of a series of single lessons as embedded in the teaching unit of the topic to be taught. The Japanese lesson pattern, which is identified by the analysis of a set of single lessons in the TIMSS Videotape Classroom Study, is reconsidered by contrasting with the pattern and topics appeared in each lesson within the instructional sequence. The perceptions of lesson events held by the teacher and students are also examined. The analysis reveals that multiple lessons are interrelated and that the pattern of each single lesson looks differently when we locate, it in the entire teaching unit The analysis reported in this study suggests that mathematics teaching and learning in Japan cannot be adequately represented by the analysis of a set of distinct lessons. Also, the analysis shows that the students perceive the significant events in the lesson in a different way from the way the teacher perceives them. The result suggests that the units of data collection and data analysis for the study of lessons are crucial for the international comparisons. The need is emphasized for the improvement of classroom practices and teacher-training programs to include the activities with planning and implementing lessons in a flexible way.

这项国际比较研究从学习者的角度分析了澳大利亚、德国、日本和美国八年级连续课程的录像序列，探讨了日本数学课程的特点。特别关注嵌入在要教授的主题的教学单元中的一系列单一课程的“课程模式”。日语课程模式是通过分析 TIMSS 录像带课堂研究中的一组单课而确定的，并通过与教学序列中每节课中出现的模式和主题进行对比来重新考虑。教师和学生对课堂活动的看法也会受到检查。分析表明，多节课是相互关联的，当我们将其放在整个教学单元中时，每节课的模式看起来都不同。这项研究报告的分析表明，日本的数学教学和学习不能通过以下分析充分代表一套独特的课程。此外，分析还表明，学生对课程中重要事件的看法与老师的看法不同。结果表明，教训研究的数据收集和数据分析的单位对于国际比较至关重要。强调需要改进课堂实践和教师培训计划，包括以灵活的方式规划和实施课程的活动。