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首页> 外文学位 >Homework as a boundary tool: A case of Teacher Wang's homework activities in middle grades mathematics teaching in Shanghai (China).
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Homework as a boundary tool: A case of Teacher Wang's homework activities in middle grades mathematics teaching in Shanghai (China).

机译：以作业为边界的工具：以王老师在中国上海的中学数学教学中的作业为例。

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摘要

Homework is a tool for school learning around the world. It is devised mainly for students to practice what is taught. In China, homework is also made for teachers; it is a teacher's job responsibility to mark student work and provide feedback to students in a timely manner. But teachers also analyze homework to inform their teaching. My observations of one teacher, Teacher (Tr.) Wang and her colleagues, a group of 8th grade mathematics teachers in a middle school in Shanghai, reveal the prominence of homework in her daily work.; In this study, I investigate four major homework-related activities of Tr. Wang and describe and analyze what they each entailed and made possible for her teaching and student teaming. These four activities are: marking homework, explaining selected errors to the whole class, tutoring individual students on their errors and talking with colleagues about homework-related issues. Drawing on theory and methods from cultural-historic activity theory, cognitive psychology, ethnography and classroom discourse analysis, I collected and analyzed telephone interviews with mathematics teachers in Shanghai, focused observations of Tr. Wang's homework activities in her office and classrooms, audiotaped classroom and office observations, field notes, marked student work samples, and curriculum materials.; Analyses of the above data suggest several findings about how homework was used by Tr. Wang. (1) In marking homework, she created a communicative system of symbols and signs on student work to communicate teacher feedback; while marking, she was making sense of student problems of learning, selecting typical and important errors to explain and tutor. (2) In explaining selected homework errors to the class, Tr. Wang offered structured and detailed explanations of the important mathematics behind the errors from multiple perspectives. (3) In tutoring, she summoned students she identified to her office for individual assistance in which she diagnosed their learning issues and offered guidance for how to make corrections. (4) While marking homework together with her deskmate colleague, they shared student problems in homework and their stress from the challenges of helping all students learn. She and her math colleagues also informally deliberated on the problems arising from teaching and homework and figured out specific ways to resolve the problems. Such collective problem solving provided valuable learning opportunities for Tr. Wang and her colleagues.; This study offers a window into a community of practice and the systematic use of homework as a tool to advance a teacher's pedagogical reasoning and action. In this process, Tr. Wang polished raw errors and turned them into valuable teaching opportunities. Homework was used as a boundary object (Wenger, 1998) to enable the teacher to cross the boundary between teaching and learning, to coordinate the goals of her different activities and center them around student learning, and with her colleagues, to collectively inquire into ambiguities in the curriculum and student learning. Embedded in these activities are long traditions of a Confucian culture that emphasize good performance in examinations. This study has implications for rethinking the pedagogical role of homework. It suggests organizing teachers' work to enable teachers to develop their content and teaching knowledge as well as knowledge about student learning through their daily practice.
机译：家庭作业是全世界学校学习的工具。它的主要目的是让学生练习所教的内容。在中国，还为老师做作业。标记学生的工作并及时向学生提供反馈是老师的工作职责。但是，教师也会分析作业，以帮助他们进行教学。我对一位老师，王老师和她的同事们的观察，他们是上海某中学的八年级数学老师，在她的日常工作中表现出家庭作业的重要性。在这项研究中，我研究了Tr的四个与家庭作业有关的主要活动。 Wang并描述和分析了他们各自所需要的，并使她的教学和学生团队成为可能。这四项活动是：标记作业，向全班解释所选的错误，辅导个别学生的错误以及与同事讨论与作业有关的问题。借鉴文化历史活动理论，认知心理学，人种志和课堂话语分析的理论和方法，我收集并分析了上海数学老师的电话访谈，重点关注了Tr。 Wang在她的办公室和教室里进行的家庭作业活动，录音带的教室和办公室观察结果，现场笔记，带标记的学生工作样本以及课程材料。对以上数据的分析表明了有关Tr如何使用家庭作业的一些发现。王（1）在标记作业时，她在学生作业上创建了一个符号交流系统，以传达老师的反馈；进行评分时，她了解学生的学习问题，选择典型和重要的错误进行解释和辅导。 （2）在向班级解释选择的作业错误时，Tr。 Wang从多个角度对错误背后的重要数学进行了结构化和详细的解释。 （3）在补习中，她召集了她确定的学生到她的办公室寻求个人帮助，在其中她诊断了他们的学习问题并提供了纠正方法的指导。 （4）在与同桌同事一起标记作业时，他们分享了作业中的学生问题以及在帮助所有学生学习方面所面临的压力。她和她的数学同事还非正式地讨论了教学和家庭作业引起的问题，并找到了解决问题的具体方法。这种集体问题解决为Tr提供了宝贵的学习机会。王和她的同事们。这项研究为实践社区和系统地利用功课提供了一个窗口，该功课可以作为推进教师的教学推理和行动的工具。在这个过程中，Tr。 Wang完善了原始错误，并将其转化为宝贵的教学机会。家庭作业被用作边界对象（Wenger，1998年），以使教师能够跨越教与学之间的边界，协调其不同活动的目标，并将其围绕学生的学习为中心，并与她的同事一起，共同探讨歧义在课程和学生学习中。这些活动中都蕴藏着儒家文化的悠久传统，强调在考试中表现出色。这项研究对重新思考家庭作业的教学作用具有启示意义。它建议组织教师的工作，以使教师能够通过日常实践发展他们的内容和教学知识以及有关学生学习的知识。

著录项

  • 作者

    Fang, Yanping.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Mathematics.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 284 p.
  • 总页数 284
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 O1-4;
  • 关键词

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